In this sequential mixed-methods study, we examined literacy coaches’ self-efficacy development in 21 secondary schools over the course of a 4–year literacy initiative. Teacher efficacy surveys revealed that coaches experienced a decrease in their sense of self-efficacy after their first year of participation and gained an increasing sense of competence as the project progressed. Through exit interviews, respondents indicated that coaches’ initial dip in efficacy was linked to overwhelming and competing responsibilities. Their subsequent efficacy increases were supported by internal and external influences, such as personal growth and student learning. Given the study results, we suggest a model of literacy coaches’ self-efficacy development.
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