Diversity Practice: The Influencing Factors of School Climate and Teacher Self-Efficacy

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Abstract

As classrooms become increasingly diverse, it is crucial for teachers to implement effective diversity practices to meet the needs of their varied student population. However, recent trends indicate teachers might be providing insufficient diversity practices despite the growing diversity. This study used simultaneous regression to examine the moderation of teacher self-efficacy on the relationship between school climate and diversity practices and then conducted sequential regression to investigate the factors of diversity practices. The results from TALIS 2018 data with 2,560 US secondary teachers indicated (1) teacher self-efficacy did not function as a moderator on the relationship between school climate and diversity practices, and (2) participation among stakeholders and teachers, student management, and multicultural self-efficacy predicted implemented diversity practices.

Authors

• Chengcheng Li, The Open University of China

• Tiberio Garza, Florida International University

• Shaoan Zhang, University of Nevada - Las Vegas