A Mixed-Methods Investigation of Teachers' Self-Efficacy for Culturally Responsive Instruction

• In Event: Dynamic Applied Visions of Culturally Responsive Teaching and Learning

Abstract

This mixed methods study investigated in-service elementary teachers’ self-efficacy for culturally responsive instruction (CRI). Participants were 26 teachers at four Mid-Western elementary schools who completed the Culturally Responsive Teaching Self-Efficacy Scale (CRTSE; Siwatu, 2007) and semi-structured interviews. The CRTSE was analyzed using Q factor analysis (Cattell, 1978). Consensus statements revealed participants generally felt confident about their ability to teach and work with individual students; however, the three typologies of teachers revealed through Q factor analysis were differentiated by lower self-efficacy for different components of CRI: Low self-efficacy with ELLs, Low self-efficacy for assessments and making cultural connections, and Low self-efficacy for instructing culturally diverse students. Qualitative analysis of semi-structured interviews supported the typologies derived through Q factor analysis.

Authors

• Victor Malo-Juvera, University of North Carolina - Wilmington

• Pam Correll, University of Kentucky

• Susan Chambers Cantrell, University of Kentucky