Culturally Responsive Pedagogy Disposition of K–8 Schoolteachers and Their Perceptions of Teacher Efficacy

• In Event: AERA Roundtable Session 14
  In Roundtable Session: Becoming a "Good" Teacher: Teacher Perspectives and/on Student Learning (Table 14)

Abstract

The purpose of this quantitative, correlational study was to examine the relationship between the disposition of culturally responsive pedagogy (CRP) of K-8 schoolteachers, and their perceptions of teacher efficacy after controlling for sex, ethnicity, work experience, and recent culturally responsive training. Findings asserted that CRP disposition impacted teacher efficacy perception for all four domains: motivating students, academic achievement, relationships with students, and teaching. When impacting teachers’ perception of efficacy for motivation and relationships with students, the strongest CRP domain was community. Social justice had the strongest CRP domain for academic achievement. Policymakers and LEAs need to recognize the obstacles to teacher motivation and disposition, teachers’ knowledge deficit, and the organizational barriers that block teachers from effectively executing culturally relevant instruction.

Authors

• Isabel Orejel, University of La Verne

• Lu Liu, University of La Verne