Cultural Hybridity: Examining the Impacts of Teacher Efficacy and Cultural Responsiveness and African American Teachers

• In Event: 30.080 - Roundtable Session 10
  In Roundtable Session: 30.080-11 - Race Within and Around Professional Development: Teachers, Identity, and Efficacy

Abstract

It may be widely agreed upon that teachers believe that culturally responsive pedagogy and practice is important. However, what is lesser known is whether or not these beliefs and practices translate into more efficacious pedagogy. The purpose of this research study was to examine the relationships between a sample of African American elementary school teachers’ perceived sense of efficacy and their use of culturally relevant or responsive practice in the classroom. Results indicated that teachers in the sample felt very comfortable (or efficacious) in their ability to implement instructional strategies and classroom management practices and keep students engaged in predominately Black schools. However, teachers did not appear to feel comfortable attributing their efficaciousness to culturally responsive or culturally relevant practices.

Authors

• Janeula M. Burt, Bowie State University

• Camile Fears Floyd, University of Georgia