The relationship between culturally responsive teaching practices and teacher's self-efficacy in K-8 urban choice schools
Title
The relationship between culturally responsive teaching practices and teacher's self-efficacy in K-8 urban choice schools
Creator
Dusseau, Robert R.
Description
Dusseau, Robert R.
Since Brown v. Board of Education and the subsequent desegregation of schools, an achievement gap has persisted between students of color and White students, specifically in urban schools. Education has sought to close this gap through a variety of school improvement efforts, yet this gap remains today. The classroom teacher has the greatest impact on student achievement and urban teachers need to be able to connect their competency with quality if the achievement gap is to be closed. Urban teachers need the beliefs, skills, and support necessary to connect their knowledge and motivation with effective practice. Effective teachers are more likely to have high self-efficacy and continue in the teaching profession.
This study aimed to understand the ways in which teachers demonstrated culturally responsive teaching practices. It also explored the relationship between culturally responsive teaching practices and teachers’ self-efficacy in K-8 urban Choice schools. This study was a qualitative case study of fourteen K-8 urban Choice school teachers. It used an interpretive and constructivist framework to understand a teacher’s experience, thoughts, beliefs, and behaviors.
In this study, teachers demonstrated culturally responsive teaching practices on a continuum. There was a disconnect between teachers’ knowledge and practice of culturally responsive teaching and the formal theory as conceptualized by Gloria Ladson-Billings. Teachers had the beliefs and experiences necessary to support their culturally responsive teaching and felt administrative support in their work. Teachers felt successful in their work, had high self-efficacy, and produced enough stamina to persevere in their work despite struggles.
When enhanced by helping beliefs and experiences and supported by administrative support, culturally responsive teaching practices provide teachers with the skills necessary to effectively instruct their students. This success and feelings of satisfaction positively impact teachers’ self-efficacy produces stamina to persevere in their work despite difficulties.
Since Brown v. Board of Education and the subsequent desegregation of schools, an achievement gap has persisted between students of color and White students, specifically in urban schools. Education has sought to close this gap through a variety of school improvement efforts, yet this gap remains today. The classroom teacher has the greatest impact on student achievement and urban teachers need to be able to connect their competency with quality if the achievement gap is to be closed. Urban teachers need the beliefs, skills, and support necessary to connect their knowledge and motivation with effective practice. Effective teachers are more likely to have high self-efficacy and continue in the teaching profession.
This study aimed to understand the ways in which teachers demonstrated culturally responsive teaching practices. It also explored the relationship between culturally responsive teaching practices and teachers’ self-efficacy in K-8 urban Choice schools. This study was a qualitative case study of fourteen K-8 urban Choice school teachers. It used an interpretive and constructivist framework to understand a teacher’s experience, thoughts, beliefs, and behaviors.
In this study, teachers demonstrated culturally responsive teaching practices on a continuum. There was a disconnect between teachers’ knowledge and practice of culturally responsive teaching and the formal theory as conceptualized by Gloria Ladson-Billings. Teachers had the beliefs and experiences necessary to support their culturally responsive teaching and felt administrative support in their work. Teachers felt successful in their work, had high self-efficacy, and produced enough stamina to persevere in their work despite struggles.
When enhanced by helping beliefs and experiences and supported by administrative support, culturally responsive teaching practices provide teachers with the skills necessary to effectively instruct their students. This success and feelings of satisfaction positively impact teachers’ self-efficacy produces stamina to persevere in their work despite difficulties.
Date
2024
Publisher
Alverno College
Extent
275 pages
Language
English
Format
PDF
Type
Text
Dissertation
Subject
Culturally relevant pedagogy
Self-efficacy
Urban schools
Culturally responsive teaching
Choice schools
Rights
These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law.
Collection
Citation
Dusseau, Robert R., “The relationship between culturally responsive teaching practices and teacher's self-efficacy in K-8 urban choice schools,” Alverno College Library Digital Commons, accessed May 15, 2024, https://alverno.omeka.net/items/show/910.