Teachers’ Culturally Responsive Teaching Self-Efficacy on the Math Achievement of English Language Learner (ELL) Students

• In Event: AERA Poster Session Saturday 11:45 am
  In Poster Session: Foundations of Teaching and Teacher Education for Socio-Cultural, Racial, and Intersecting Minoritized Identities

Abstract

This study investigates the relationship between teachers’ culturally responsive teaching self-efficacy (CRTSE) and English Language Learner (ELL) student math achievement. Drawing on Bandura’s self-efficacy theory and Gay’s culturally responsive pedagogy, we used quantile regression to analyze data from 18 in-service teachers and 117 ELL students in a Southeastern U.S. school district. Five CRTSE items served as predictors, with students’ prior math scores as a covariate. Findings show that higher self-efficacy in practices such as greeting and communicating with ELLs in their native language significantly predicted student achievement, particularly at the median and upper quantiles. Results highlight how teacher beliefs may have uneven effects across achievement levels, suggesting the need for differentiated support in culturally responsive practice and teacher development.

Authors

• Jaylene Patterson, University of Kentucky

• Olukemi Olubunmi Kolawole, University of Kentucky

• Shannon O. Sampson, University of Kentucky