Drama-based methodologies and teachers’ self-efficacy in reading instruction

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.