Examining Teachers’ Culturally Relevant Education Self-Efficacy Perceptions in Turkey

Abstract

We designed this study with the aim to examine teachers’ culturally relevant and sustaining education self-efficacy perceptions in Turkey. For this purpose, we developed a Culturally Relevant/Sustaining Education Self-Efficacy Scale. We obtained the data from 1302 teachers. Data analysis proceeded in three steps: First, we analyzed factor analysis. Second, we conducted a descriptive analysis of the items on the CRESE Scale. Finally, we compared teachers’ perceptions. The scale consists of a single factor and teachers’ scores on the CRESE Scale were highly reliable. The findings revealed that teachers were less efficacious in their ability to revise the teaching-learning materials in terms of cultural diversity, to give culturally relevant examples, to reflect the students’ cultural values in the classroom, and to increase in school parents’ and families’ participation in Turkey. Also, teachers’ self-efficacy perceptions differ significantly according to some variables. We discussed the implications for these findings for both further research and future teacher preparation.

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

“…In addition, it has been found that as time spent in culturally diverse classroom increases, teachers’ burnout increases if they have low self-efficacy in managing the culturally diverse classroom and designing the learning process (Gutentag et al, 2018). Furthermore, research (Alev, 2018; Kotluk, 2018; Telef, 2011; Yildirim & Ilhan, 2010) shows that teachers can achieve success and a positive mood when their general self-efficacy is high, that they are persistent and diligent in the teaching process and that they do not give up in the face of failure. As can be understood from the literature, teachers should have a high general self-efficacy belief in order to exhibit culturally responsive teacher behavior.…”

“…At the same time, they have the perception that they can design teaching processes according to cultural differences (Siwatu et al, 2016(Siwatu et al, , 2017. In a study conducted by Kotluk (2018), teachers' views on culturally responsive education are highly positive. However, the teachers stated that they felt inadequate designing a course according to cultural differences in the teaching process.…”

“…In the literature, there are studies that have investigated the concept of the culturally responsive teacher and self-efficacy together (Kotluk, 2018; Siwatu, 2007). Teachers with culturally responsive teaching self-efficacy have beliefs and expectations that students from different races, languages, religions, beliefs and socio-economic levels can be successful.…”

Slovak Teachers' Perception of Professional Self-Efficacy and Education of Pupils From Other Languages and Cultural Backgrounds

“…The improvement of professional proficiency can be achieved, for instance, through programs in multicultural education (Choi & Mao, 2021), or by experiences with cultural and linguistic diversity gained through studying or working abroad (Park et al, 2016). Kotluk and Kocakaya (2020) conclude that perceptions of professional proficiency are shaped by broader contexts that pertain to teachers' academic and demographic characteristics. The authors suggest that, in addition to teachers' experience with multicultural education, perceptions of their own professional efficacy vary with teachers' age, the length of their teaching experience, the quality of the program's teachers have completed in their undergraduate and graduate preparation, the location where teachers work, as well as the subjects they teach.…”

Investigating the sources of teacher intercultural self-efficacy: A three-level study using TALIS 2018

“…Accordingly, teacher intercultural self-efficacy comprises teachers' confidence to execute a range of tasks, such as reducing prejudice towards people from different cultural or ethnic groups (Guyton & Wesche, 2005), using examples that are familiar to students from diverse cultural or ethnic backgrounds (Siwatu, 2007), and creating a warm and safe classroom environment that respects all cultures (Siwatu et al, 2017). While most research on intercultural self-efficacy was conducted in the US, recently, teacher intercultural self-efficacy has also been examined in other national contexts like South Korea (Roh, 2015) Germany , Taiwan (Chu, 2011), and Turkey (Kotluk & Kocakaya, 2020).…”