Teacher Stress and Culturally Responsive Self-Efficacy: Implications for Student Participation and Behavior

• In Event: Focus on Teacher Stress

Abstract

This study explores how teacher stress moderates the impact of culturally responsive teacher self-efficacy on two outcomes: meaningful student participation and disruptive student behavior. Utilizing data from a large publicly available dataset, we conducted moderated regression analyses to examine these relationships. Results indicate that while teacher stress does not significantly moderate the link between CRTSE and meaningful student participation, it weakens the relationship between teacher stress and teacher and student meaningful participation. These findings underscore the importance of addressing teacher stress to enhance the effectiveness of culturally responsive teaching practices and improve student outcomes. Results will be discussed with respect to implications for policy and practice.

Authors

• Catherine Boggs, Texas A&M University

• Lynette O’Neal, Texas A&M University

• Jose Rosalio Palma, Texas A&M University