The Culturally Responsive Classroom Management Self-Efficacy Scale: Development and Initial Validation

Abstract

This article reports on the development and initial validation of the Culturally Responsive Classroom Management Self-Efficacy Scale. Data from 380 preservice and inservice teachers were used to examine the psychometric properties of the instrument. Exploratory factor analysis results suggested a one-factor structure consisting of 35 items and the scores on the measure were highly reliable. Evidence of construct validity was obtained with two existing teacher self-efficacy measures. The results of the correlational analysis lend credence that the instrument developed by the research team was indeed measuring self-efficacy beliefs. The implications for teacher education and research are discussed. Keywords classroom management, culturally responsive teaching, culturally responsive classroom management, teacher self-efficacy The national discourse on the academic achievement gap between African American, Hispanic, and Native American students, and their White and Asian American counterparts represents only one aspect of K-12 education in

Teacher–student relationship quality and math achievement: The mediating role of teacher self‐efficacy

“…In the context of teaching, teacher self‐efficacy beliefs refer to “individuals' beliefs in their capabilities to perform specific teaching tasks at a specified level of quality in a specified situation” (Dellinger, Bobbett, Olivier, & Ellett, , p. 751). More specifically, teacher self‐efficacy includes multiple aspects of teaching, such as providing effective, inclusive instruction (e.g., Siwatu, Chesnut, Alejandro, & Young, ; Wolters & Daugherty, ), developing appropriate assessment tools (e.g., Kelly, Siwatu, Tost, & Martinez, ), and employing responsive classroom management techniques (e.g., Siwatu, Putman, Starker‐Glass, & Lewis, ). Given that the general focus of teacher self‐efficacy is teachers' confidence to teach , prior research has shown strong associations with resilience and endurance during difficult lessons (e.g., Day, ; Gu & Day, ), openness to pedagogies and teaching development (e.g., Chong & Kong, ; Swackhamer, Koellner, Basile, & Kimbrough, ), longevity and commitment to the profession (e.g., Chesnut, ; Chesnut & Burley, ; Chesnut & Cullen, ), and indicators of student success (e.g., Caprara, Barbaranelli, Steca, & Malone, ).…”

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

“…Teachers with high CRE self-efficacy perceptions have positive attitudes, high expectations that all students with different disabilities, inadequacies, ethnic roots, racial, language, religious, and socioeconomic levels can succeed despite all their disadvantages. They have the perception that they can prepare for differences and manage the classes that hold the differences (Siwatu, 2007(Siwatu, , 2011Siwatu, Putman, Starker-Glass, & Lewis, 2015). Hence, their self-efficacy beliefs in the ability to predict an individualís behavior, it appears that by examining teachersí self-efficacy beliefs in the context of this diversity, this may provide researchers with an opportunity to forecast the behavior of teachers when placed into CLD classrooms (Siwatu, Polydore, & Starker, 2009).…”

School Satisfaction in Immigrant and Chilean Students: The Role of Prejudice and Cultural Self-Efficacy

“…Cultural self-efficacy has been scarcely studied in the context of adolescents’ inter-ethnic relations ( Schwarzenthal et al, 2019 ), and most of the researches in this field have focused on adults working in international teams, social services, or teaching settings (e.g., Reichard et al, 2014 ; Siwatu et al, 2017 ; Herrero-Hahn et al, 2019 ; Lee and Ma, 2019 ).…”