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The purpose of this theoretical mixed-method study is to examine teachers' self-assessments of their perceptions about writing development and instruction. One hundred and fifty teachers participated in a multiple-method data collection utilizing a Likert survey, extended narrative response, and sociometric networking of literacy identity (sociogram). Results indicated that there is a contradiction between the stated beliefs, self-perceptions and descriptions of practice. This article is an explication of why examining teachers' self-perceptions concerning themselves as writers and exploring the ways in which this self-perspective phenomenon influences the teaching of writing in their classrooms, through multiple methods, will lead to greater educational clarity of identity and practice.