An exploration of Amharic language teachers' knowledge, self-efficacy beliefs and implementations of Explicit Reading Instruction
Abstract
This study explored the knowledge levels and self-efficacy beliefs of Amharic language teachers regarding Explicit Reading Instruction Strategies. It also examined the influence of their background characteristics. The research included 74 grade 1–4 teachers from Gondar City Administration Zone, chosen via convenience sampling. Data were collected through a questionnaire for perceived knowledge, a knowledge test, and a self-efficacy scale. Analyses involved a one-sample t-test and MANOVA with Bonferroni’s correction (p=0.017) to control type-one error risk. Results showed that while teachers’ perceived knowledge scores (t(73) = 4.20, p<.001) exceeded expectations, their actual knowledge test scores (t(73) = -11.31, p<.001) fell below average. Their self-efficacy scores (t(73) = 20.28, p<.001) were significantly above the norm. Multivariate analysis indicated no significant differences across teachers based on educational level (diploma or degree; F(3, 70) = 1.147, P = 0.336, Wilks’ Lambda = 0.95) or teaching experience (beginner to experienced; F(6, 138) = 1.59, Wilks’ Lambda = 0.88). These results suggest limited impact of pre-service training or professional development programs, highlighting the urgent need for tailored, research-based training initiatives.
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