Measuring Self-Efficacy in Public Library Storytime Providers

Abstract

Research has demonstrated that self-efficacy among teachers is positively related to quality of instruction, including literacy instruction, and children’s academic outcomes. However, self-efficacy is understudied among public library storytime providers who design and implement programs to promote children’s early literacy skills. This dual-pronged study had two aims: to develop and test the reliability and validity of the Sense of Efficacy in Early Literacy Programming scale and to determine whether a storytime provider’s professional experiences predict self-efficacy. Slightly more than 200 storytime providers (N = 226) completed the survey. Five subscales were determined using exploratory factor analysis, indicating that storytime providers’ self-efficacy is multidimensional. Years of experience working in libraries predicated self-efficacy for engaging both children and caregivers, whereas professional development predicated self-efficacy beliefs for communicating early literacy strategies and using less common storytime practices. Implications for future research are discussed.