There was no significant correlation between TSEQ--Reading, TSEQ -Writing and TSEQ--General scores.
An examination of whether the teachers' self-efficacy for teaching (TSEQ) influenced the teachers' perception of the students' self-efficacy as measured by the SLSEQ-TV revealed a significant positive correlation between the TSEQ overall score and the SLSEQ-TV reading and writing score, r =.
When the TSEQ and the SLSEQ-TV were divided based on reading and writing, the TSEQ Reading score and the SLSEQ-TV Reading score were significantly correlated (r =.
There was a significant correlation between the TSEQ Writing score and the SLSEQ-TV Writing score (r = .166, p < 0.05); however, the TSEQ writing score produced an adjusted R2 =.
An examination of whether the teachers' self-efficacy for teaching reading and writing (TSEQ) correlates with the students' self-efficacy for reading and writing revealed no significant correlation between the TSEQ overall score and the SLSEQ-SV reading and writing score, r = .010.
When the TSEQ and the SLSEQ-SV data was divided into reading and writing scores, the reading data revealed the following non-significant correlations: overall r =.
Finally, correlational analyses were conducted to determine the relationship between the teachers' self-efficacy for teaching reading and writing (TSEQ) and students' reading and writing abilities as measured by the WJ-III.