An Examination of Teachers’ Culturally Responsive Teaching Self-Efficacy

Abstract

<jats:p> 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. </jats:p>

Practitioner and Director Perceptions, Beliefs, and Practices Related to STEM and Inclusion in Early Childhood

“…However, there were also some who did not feel they and/or their staff were prepared to use inclusive practices. This is similar to previous studies that have shown that early childhood educators felt less prepared to teach children with disabilities (Chadwell et al, 2020 ; Cruz et al, 2020 ). There was also a fair number of respondents who did not desire to learn about using inclusive practice.…”

“…In addition to negative feelings related to STEM, some research suggests practitioners may also hold negative beliefs related to inclusion (Barton & Smith, 2015 ; Sharma & Hamilton, 2019 ). Similar to practitioners’ beliefs about early STEM, researchers have found that early childhood educators feel less prepared to teach children with disabilities (Chadwell et al, 2020 ; Cruz et al, 2020 ). In all, while previous studies have examined early childhood educators’ attitudes and beliefs about STEM or inclusion separately, none has focused on practitioners’ perceptions of STEM learning for young children with disabilities or for infants and toddlers.…”

Using a Culturally Responsive Lens in the Revision of a Core Preparation Course

“…It was critical to the program developers, at a macro-level, to have a course that addressed issues of intersectionality in a licensure program. However, a deeper dive into the course revealed opportunities for better addressing culturally sustaining pedagogy within the course, a real need for teacher candidates (Cruz et al, 2020;Lubin et al, 2020). The process of reviewing the course syllabus in a systematic, replicable way allowed for revisions that better address the macro-level goal of producing teacher candidates who can meet the needs of diverse learners in special education.…”

Predicting the Culturally Responsive Teacher Roles With Cultural Intelligence and Self-Efficacy Using Machine Learning Classification Algorithms

“…At the same time, teachers should have a high level of general self-efficacy. Studies reveal that teachers with a high perception of self-efficacy are more generative in teaching and are more willing to use new methods and strategies (Aparisi et al, 2020; Cruz et al, 2020). Therefore, a teacher’s perception of self-efficacy is thought to be an important factor in the success of the teaching process.…”