Assessing teachers’ beliefs about literacy acquisition: The development of the Teachers’ Beliefs About Literacy Questionnaire (TBALQ)

Peter Westwood¹, Bruce Allen Knight² and Edward Redden^3
1Education Consultant, ²Central Queensland University, ³University of New England

Abstract
In this article the authors describe the development of an instrument to measure change in teachers’ beliefs about how children acquire early literacy skills and how these skills should be taught. The questionnaire was originally designed for use in the evaluation of affective outcomes for teachers from literacy inservice training and development programmes. The content of the questionnaire has also proved to be of value as a focus for discussion in school staff meetings. Information is provided here on the design, development, validity and reliability of the instrument.