Teacher Efficacy and Expectations of Minority Children: The Mediating Role of Teachers' Beliefs of Minority Parents' Efficacy

• In Event: Building Partnerships With Diverse Children and Families

Abstract

We investigated an exploratory model regarding the ways in which teachers’ beliefs about minority parents’ efficacy impacted the relationship between personal teacher efficacy (PTE) and their expectations of minority children’s school success. A sample of 149 teachers completed the questionnaire. Data analysis using structural equation models showed that PTE directly predicted teachers’ doubt about minority children’s school success. However, when teachers’ respecting of minority parents’ efficacy was entered as a mediating factor, PTE positively predicted the teachers’ optimistic expectations and negatively predicted teachers’ doubt about minority children’s school success. The results highlight ways to develop teachers’ beliefs about minority parents’ efficacy.

Authors

• Yanghee Anna Kim, Kennesaw State University
  Presenting Author

• Jihye Kim, Kennesaw State University
  Non-Presenting Author

• Eun-Joo Cho, Jun-Nam Providence Department of Education
  Non-Presenting Author