Confidence Using Best Practices to Teach Writing: A Case Study of Community College Professors

Document Type


Publication Date

Fall 2012


The issue of preparation of the nation’s student body has many facets, including the preparation of faculty charged with their instruction. This article reviews findings from a single-case study of community college English faculty members’ perceived self-efficacy (Bandura, 1997) using best instructional practices, as identified by the National Association for Developmental Education (NADE; 2009) to teach writing to underprepared students. The sample included 12 faculty members from a community college in a northeastern state. Seven of the 12 survey respondents also participated in an interview. Overall, the data indicated that faculty members were confident in using the practices. Some interview data did not reinforce survey data, providing a robust area for further consideration.