@article{3475886,
    title = "Drama-based methodologies and teachers' self-efficacy in reading instruction",
    author = "Konstantinos Mastrothanasis and Maria Kladaki",
    journal = "Irish Educational Studies",
    year = "2025",
    volume = "-",
    number = "-",
    pages = "1-17",
    publisher = "Taylor & Francis",
    issn = "0332-3315, 1747-4965",
    doi = "https://doi.org/10.1080/03323315.2025.2479438",
    keywords = "Drama-based methods, Reader's Theatre, Reader's Theater, Dramatic Storytelling, teachers’ self-efficacy, reading instruction",
    abstract = "The aim of this research study is to investigate the influence of drama-based teaching techniques, specifically Reader's Theatre and Dramatic Storytelling, on teachers’ self-efficacy in teaching reading compared to conventional teaching methods. Using an experimental design, the study involved 204 teachers from different educational regions in Greece, divided as follows: (a) an experimental group of 95 teachers implementing Reader's Theatre interventions, (b) a comparison group of 87 teachers implementing Dramatic Storytelling interventions, and (c) a control group of 22 teachers using traditional teaching methods. Teachers’ self-efficacy was measured using a standardised scale before and after the eight-week intervention. The results showed that teachers using drama-based techniques had significantly higher levels of self-efficacy than those using traditional methods, with large effect sizes. This finding supports the use of drama-based teaching practices as a means of enhancing teachers’ self-efficacy, and highlights their superiority to conventional literacy practices. Further research is recommended to substantiate these findings in other educational contexts and subject areas."
}