Diversity Beliefs, Multicultural Self-Efficacy, and Professional Development Needs for Diversity: A Hierarchical Linear Modeling Approach

• In Event: Engaging the Microsystem: Teacher Practices and Supports for School Climate, Culture, and Community

Abstract

To enhance secondary teachers’ practices for diversity, this study used hierarchical linear modeling (HLM) to investigate the moderate effect of principals’ diversity beliefs on the relationship between teacher multicultural self-efficacy and their professional development (PD) needs for teaching for diversity. Data were retrieved from the Organization for Economic Cooperation and Development (OECD) 2018 Teaching and Learning International Survey (TALIS) with 166 schools and 2,560 teachers. Results indicated (1) teacher multicultural self-efficacy predicted their PD needs for teaching for diversity; and (2) principals’ diversity beliefs did not moderate the relationship between teacher multicultural self-efficacy and their PD needs for teaching for diversity. This study provides implications for teacher preparation and PD relevant to diversity and equity in teacher education.

Authors

• Chengcheng Li, The Open University of China

• Tiberio Garza, University of Nevada - Las Vegas

• Shaoan Zhang, University of Nevada - Las Vegas

• Bowen Liu, University of Nevada, Las Vegas