Culturally responsive teaching (CRT) is a set of practices designed to build on students’ cultural and linguistic backgrounds as teaching and learning occur. Although CRT can have positive effects on student outcomes, little research has examined teachers’ self-efficacy to implement CRT practices. Using the Culturally Responsive Teaching Self-Efficacy (CRTSE) scale, the authors explore specific areas in which teachers feel self-efficacious in regard to implementing CRT practices and the factors that affect both preservice and practicing teachers’ self-efficacy in delivering CRT. Participants ( n = 245) reported feeling more confident in building personal relationships with students and building trust, but less confident in areas that involved specific cultural knowledge, such as being able to validate students in their native language and teaching students about their culture’s contributions to curricular topics. Results also showed that years of experience positively correlated with increased self-efficacy.

Guided by the job demands-resources model and social-cognitive theory, we examined how educator perceived school connectedness and their attempts to connect with school members (i.e., administrators, staff, students, and families) concurrently and interactively influenced educators' compassion fatigue and online teaching self-efficacy during distance learning in the Coronavirus disease (COVID-19) pandemic. Participants were 321 educators in a large, urban school district in northern California. Results of linear regression modeling suggested that educators with longer years of working in education and White educators reported higher levels of compassion fatigue than their counterparts. White educators also reported a lower level of online teaching self-efficacy than their counterparts. With the control of educators' gender, race/ethnicity, and years of teaching in education, educators' self-reported school connectedness is negatively associated with compassion fatigue. Educators' attempts to connect with students not only positively associated with compassion fatigue but also intensified the negative association between school connectedness and compassion fatigue. Moreover, educators' school connectedness and attempts to connect with administrators and staff both positively associated with online teaching self-efficacy. Also, educators' attempts to connect with families mitigated the positive association between school connectedness and online teaching self-efficacy. The findings highlight the importance of promoting educators' school connectedness in improving educators' occupational wellbeing. It also highlights that educators' school connectedness and their attempts to connect with certain group of school members mutually and interactively influence educators' compassion fatigue and online teaching self-efficacy. Impact and ImplicationsThe findings highlight the importance of promoting educators' school connectedness in improving educators' occupational wellbeing. It also highlights that educators' school connectedness and their attempts to connect with certain group of school members mutually and interactively influence educators' compassion fatigue and online teaching self-efficacy.

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Context: Online education is well researched in some professions; yet, little evidence exists regarding related quality standards for public health practice-particularly with regard to popular webinar offerings. Our objective was to identify and disseminate best practices in public health webinar development for use in development of high-quality, timely webinars for public health practice. Program: We assessed data from the Hot Topics in Practice monthly webinar series that included public health professionals primarily from US Northwest states as regular webinar participants. Implementation: We conducted a secondary analysis, using participant evaluation data from 9 years of online questionnaires. Subsequent recommendations were developed using participants' responses to postwebinar questionnaires. Thematic analysis of qualitative quarterly reports, as well as 12 years of webinar production team knowledge, supplemented development of best practice recommendations that were not recognized through secondary analysis of respondent questionnaires alone. Evaluation: Participant responses tended to be positive when specific practices were followed. These best practices were identified as follows: Address timely topics on current events; Feature only 1 to 2 speakers; Use a limited number of consistently formatted slides; Stay on schedule and make time for audience questions; Minimize technical difficulties; Use effective storytelling to share lessons and key data; Intentionally foster audience engagement (eg, through audience polling, question and answer); Develop clear learning objectives; Provide appropriate resources for continued learning; and Consider audience feedback for continuous improvements. Discussion: Our team identified essential elements for creating high-quality, engaging webinars for public health learning. Best practice recommendations resulting from this study address gaps in quality standards and provide knowledge needed for making effective learning accessible to public health practice and supportive of advancing the field. Findings were synthesized into a practice guide, And We're Live: Creating Engaging Public Health Webinars, to aid public health learning.