Teacher Self-Efficacy in Multicultural Classrooms and School Climate: The Role of Professional Development in the United States and South Korea

• In Event: Professional Development in Culturally Relevant Pedagogy for In-Service Teachers

Abstract

The modern classroom is becoming increasingly diverse, with many countries seeking to help teachers develop culturally relevant pedagogy (CRP) in their classrooms by offering professional development in multicultural education (PDME). Using the Teaching and Learning International Survey 2018, we examined whether teachers’ experience in PDME improves teachers’ CRP, as well as whether CRP mediates the relationship between PDME and teachers’ perceptions of school climate in secondary schools in the United States and South Korea. We found both a significant positive relationship between PDME and CRP and that CRP plays a mediating role between PDME and school climate. The findings suggest that PDME not only plays a key role in enhancing teachers’ CRP, but also promotes a positive school climate.

Authors

• Soobin Choi, University of Missouri - Columbia

• Se Woong Lee, University of Missouri - Columbia