Teaching in Multicultural and Multilingual Classrooms: A Quantitative Teaching and Learning International Survey U.S. Study on Teacher Self-Efficacy

• In Event: Fairmont Roundtable Session Ten
  In Roundtable Session: Pedagogy and Practice in the Humanities Classroom (Table 4)

Abstract

As U.S. K-12 students become more culturally and linguistically diverse, it is vital for teachers to be prepared and have high self-efficacy to teach in diverse classrooms. By analyzing the TALIS 2018 U.S. Teacher Data, this study explored elementary teachers’ self-efficacy in teaching in multicultural and multilingual classrooms and factors might predict their self-efficacy. Results demonstrate that participants reported a moderate-high self-efficacy. They reported they were not well prepared to teach in multicultural and multilingual settings; however, they reported a relatively low-level need for professional development. The regression analysis showed teacher preparation, professional development needs, professional development experiences, school practice, and some variables in student composition had statistically significant effects on predicting teacher self-efficacy.

Authors

• Haojie Cui, University of Nevada - Las Vegas
  Presenting Author

• Katrina Liu, University of Nevada - Las Vegas
  Presenting Author