Date of Award


Degree Name

Curriculum and Instruction


College of Education and Professional Development

Type of Degree


Document Type


First Advisor

Dr. Tina Allen, Committee Chairperson

Second Advisor

Dr. Edna Meisel

Third Advisor

Dr. Barbara O’Byrne


The purpose of this research was to determine self-efficacy levels of Secondary English Education pre-service teachers attending two public universities concerning writing and the teaching of writing. The study found that pre-service teachers were confident and identified as writers, but they felt uncertain as teachers of writing. Past teachers’ praise was found to positively increase writing self-efficacy. Even though pre-service teachers enjoyed and looked forward to teaching writing, they felt they needed more time in the classroom and preparation from college courses. College courses were found to be lacking in the preparation needed for teaching writing. Pre-service teachers did not spend as much time having students write as read, and when they implemented writing practices, it was a piecemeal approach.


Marshall University.

West Virginia State University.

English teachers – Education (Higher) – West Virginia.

Self-efficacy – Education (Higher) – West Virginia.

Writing – Education (Higher) – West Virginia.