Abstract
Purpose. The purpose of this study was to describe the influence that teacher writing efficacy has on instructional decisions and students' learning to write proficiently by the end of the fourth grade. A secondary purpose was to characterize effective instructional pedagogy that has resulted in high levels of proficiency in writing for fourth-grade students in an urban setting. A third purpose was to identify instructional support needed by teachers for teaching writing. Methodology. An online survey assessment was employed to determine the participants' presence of efficacy. Data were gathered online via Qualtrics to determine the presence of efficacy that influenced teachers' decisions and student outcomes. One-to-one interviews and classroom observations were also conducted. Findings. Twenty-five practices were identified (including the 11 research-based best practices) to strengthen the presence of teacher writing efficacy, enhance student engagement, and have an effect on student performance outcomes. These practices were in 5 themes: nurturing of teacher writing efficacy, use of a combination of research-based best practices, supports to students, instructional approaches, and use of technology. The study also identified 3 themes for the supports needed from teachers' site and district leaders: a need for professional development and training on how to teach writing, time for preparation and collaboration, and the availability of technology in the classroom. Conclusions. The study indicated the importance and role of teacher writing efficacy and its relationship to instructional decisions that have an effect on students' learning to write. These key themes provide teachers and leaders in low-socioeconomic and low-performing urban schools with the best practices that would enhance instructional and learning opportunities for all students, including English language learners. The study revealed that the use of a combination of best practices can provide all students in low-socioeconomic and low-performing urban schools with the skillset necessary to become proficient writers by the end of their fourth-grade term. Recommendations. Educational leaders can increase teacher writing efficacy with relevant professional development and ongoing training on how to write with a focus on developing teacher writing efficacy. Further research can examine the most effective combination of best practices in other urban, suburban, and rural school communities.