Predictors of Teachers’ Self-Efficacy in Multicultural Classrooms in Asian Societies

• In Event: Critical Examination of Asian American Education

Abstract

The importance of multicultural education in Asia is increasingly being recognized considering the rise in number of foreign and multicultural populations in this region. This study investigated whether participation in professional development in multicultural education (PDME) and implementation of diversity practices (DP) in school would predict Asian teachers’ self-efficacy in multicultural classrooms (TSMC). Results of multilevel modeling with complex survey data using TALIS 2018 teacher data from Japan, Korea, Shanghai, Singapore, and Taipei showed that DP in school was a consistent predictor of TSMC, while PDME predicted TSMC only in Korea and Taipei. This suggests that the implementation of practices that support diversity in the broader school community can better promote teachers’ self-efficacy in teaching in multicultural classrooms.

Author

• Ma. Jenina N. Nalipay, The Education University of Hong Kong