SECONDARY SCHOOL TEACHERS' BELIEFS FOR TEACHING WRITING ACROSS THE CURRICULUM

The "writing across the curriculum" movement has inspired policy makers worldwide to encourage transfer between courses in secondary education. The classroom application of these policies, however, depends on teacher beliefs with regards to teaching writing in their courses; such as teacher self-efficacy, task significance and task identity for teaching writing across the curriculum. In this study, a new set of scales was designed to study the aforementioned writing across the curriculum beliefs. The scales are validated based on EFA and CFA analysis (n=338). Implications for future research and professional development are discussed.