Abstract
For the students enrolled in one district’s individualized home instruction program, low writing self-efficacy is a major roadblock toward academic achievement. This thesis addresses factors affecting student self-efficacy as well as the teaching strategies the program’s instructors utilize as non-classroom teachers teaching within a restricted time frame. The study uses a teacher survey and questionnaire to examine the levels of teacher self-efficacy and the effectiveness of teaching strategies used to enhance student writing self-efficacy, as well as case study interviews with three high school students to gain student perspectives about writing self-efficacy. The findings suggest that the majority of the teachers have strong self-efficacy for writing and their instruction strategies are effective. Enhancement in student self-efficacy for writing is minimally transferable to regular classroom instruction programs.