Motivation to Teach and Self-Efficacy in Multicultural STEM Classrooms: A Correlational Study

• In Event: AERA Poster Session Sunday 1:45 pm
  In Poster Session: Motivation, Mindset, and Self-Regulated Learning

Abstract

This study explores the correlation between motivation to teach and teacher self-efficacy in multicultural STEM classrooms, based on data from 1,364 U.S. STEM teachers in the 2018 TALIS survey. Guided by Expectancy-Value Theory and Critical Race Theory, the analysis examines how initial motivations such as job stability, personal growth, and social contribution relate to perceived self-efficacy in culturally diverse classrooms. The findings reveal a weak but statistically significant correlation between motivation and self-efficacy. Stronger relationships appear among self-interest motivations, while self-efficacy results indicate that teachers feel capable of addressing cultural diversity. These insights highlight the need to reinforce sociocultural dimensions within STEM teacher preparation programs.

Authors

• Romario Montaño-Ramos, Texas Tech University

• Ngoc Kim Tuyen Pham, Texas Tech University

• Xuan He, Texas Tech University