Understanding the Relationship Between Teachers' Race and Self-Efficacy in Teaching Black and White Students

• In Event: 30.080 - Roundtable Session 10
  In Roundtable Session: 30.080-15 - Teacher Ideals, Inquiry, and Identities

Abstract

This quantitative study examines whether there was a relationship between teachers’ race and self-efficacy in teaching Black and White students. Both United States sites included a large, suburban K-12 district and a small, urban K-8 charter school. Using the 51-item survey that included the Teacher Sense of Efficacy Scale and two adapted versions, data for 203 completed cases were analyzed using correlations, independent samples t-tests, and one-way analysis of variances. Results highlight exposure to Non-Whites and locus of control over factors impacting the performance of Black students as significant. Non-significant variables included teachers’ race, diversity training, and locus of control over factors impacting the performance of White students. Implications extend to higher learning institutions, school districts, classrooms, homes, and researchers.

Author

• Carmen J. Lesesne, Saint Joseph's University