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Culturally Responsive Teaching and Self-Efficacy: An Examination of the Perceived Preparation of Teachers in Implementing Culturally Responsive Pedagogical Practices

Torres Oquendo, Verónica S
http://rave.ohiolink.edu/etdc/view?acc_num=ysu1711624346345533

Abstract Details

2024, Doctor of Education (Educational Leadership), Youngstown State University, Department of Teacher Education and Leadership Studies.
This dissertation provides an examination of teachers’ perceived levels of cultural responsiveness, mindset, and self-efficacy, as well as the perceived effectiveness of their teacher preparation programs in preparing them to teach in culturally and linguistically diverse classrooms. The study was framed within the context of inequities and achievement gaps faced by increasingly diverse student populations in the United States contrasted to a historically White and monolingual teaching population and how ensuring that pre-service teachers experience diverse curricula and are exposed to diverse field experience can be instrumental in ameliorating these conditions by challenging mindsets. The study also examined how years of service influenced teachers’ perceived levels of cultural responsiveness, mindset, and self-efficacy and how professional development for classroom teachers addressing cultural diversity could be instrumental in closing achievement gaps. The survey consisted of a modified instrument based on the Common Metrics Transition to Teaching Survey (NExT, 2016), specific questions about growth mindset based on the Theories of Intelligence (Others Form) scale created by Dweck and colleagues (Dweck, 2000), and self-efficacy questions based on the Teachers’ Sense of Efficacy Scales (TSES) short-form survey, which was developed by Tschannen-Moran and Woolfolk Hoy (2001). Results indicated that teachers with diverse curricula and field experiences reported higher cultural responsiveness and self-efficacy. However, classroom teachers with more than six years of experience reported lower cultural responsiveness and self-efficacy levels, which supports the need for continued education and professional development opportunities for teachers addressing cultural-sustaining practices to increase teacher efficacy. Reflections, discussions, and implications for future research and actions are discussed.
Jane Beese, EdD (Committee Chair)
Patrick Spearman, PhD (Committee Member)
Kristin Bruns, PhD (Committee Member)
164 p.
Education; Educational Leadership
cultural responsiveness; growth mindset; self-efficacy; teacher education

Recommended Citations

Citations

  • Torres Oquendo, V. S. (2024). Culturally Responsive Teaching and Self-Efficacy: An Examination of the Perceived Preparation of Teachers in Implementing Culturally Responsive Pedagogical Practices [Doctoral dissertation, Youngstown State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1711624346345533

    APA Style (7th edition)

  • Torres Oquendo, Verónica. Culturally Responsive Teaching and Self-Efficacy: An Examination of the Perceived Preparation of Teachers in Implementing Culturally Responsive Pedagogical Practices. 2024. Youngstown State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ysu1711624346345533.

    MLA Style (8th edition)

  • Torres Oquendo, Verónica. "Culturally Responsive Teaching and Self-Efficacy: An Examination of the Perceived Preparation of Teachers in Implementing Culturally Responsive Pedagogical Practices." Doctoral dissertation, Youngstown State University, 2024. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1711624346345533

    Chicago Manual of Style (17th edition)

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© 2024, all rights reserved.
This open access ETD is published by Youngstown State University and OhioLINK.