The impact of reading teaching through drama-based pedagogy on the self-efficacy of teachers

Abstract

Teacher self-efficacy in teaching reading has been linked to improved learning outcomes. In this context, the purpose of the present study is to investigate whether the use of drama-based teaching methods can affect the teacher's levels of sense of effectiveness, more than other teaching methods of conventional reading instruction. For this purpose, an experimental design was utilized with pre and post measurements through a weighted scale of 204 teachers’ teaching self-efficacy, who were divided into three distinct groups, and performed different teaching methodologies, including two drama-based ones, for eight weeks, to develop their students' reading skills. According to the results of the study, the use of drama-based pedagogy of the readers' theater and the story theater in the teaching of reading significantly affected the levels of teaching self-efficacy with a large effect size. At the same time, the conventional teaching method showed lower levels of effect.