ABSTRACT
The function of education in English language arts (ELA) is to produce connoisseurs of language, people who enjoy and appreciate the written word and who can evaluate arguments, see logic, and appreciate the aesthetics of language (Piirto, 2007). Master ELA teachers not only possess passion for these subjects, they also have cultivated their skill in sharing their love of literary letters with young learners. Supporting the motivation for the continual professional learning required to maintain high-quality instruction are teachers’ self-effi cacy beliefs. Teacher self-effi cacy beliefs are teachers’ “conviction that they can infl uence how well students learn, even those who may be diffi cult or unmotivated” (Guskey & Passaro, 1994, p. 7). This chapter explores the role of teacher self-effi cacy beliefs in English language arts instruction.
