Mindset Over Methods A Mixed-Methods Study on Culturally Responsive Teaching and Teacher Efficacy
Description
Disparities in schooling in the United States have been well-documented and researched,along with pedagogies that strive to create equitable learning environments. One such
inequity is the overrepresentation of novice teachers in low-income and culturally
diverse schools. Novice teachers have been found to have lower self-efficacy and leave
the profession at a higher rate than veteran teachers. High self-efficacy beliefs have been
correlated with better student outcomes. Therefore, the overrepresentation of novice
teachers in low-income schools is yet another inequity. This mixed-methods,
phenomenological study answered the following research question: How does awareness
of Culturally Responsive Teaching affect novice teachers' self-efficacy? There are two
theories being used in this research project, Teacher Efficacy and Culturally Responsive
Teaching. The results of the study showed that attending three mindset-focused
professional developments on Culturally Responsive Teaching improved novice teachers'
self-efficacy in student engagement, instructional strategies, and classroom
management. Based on these promising outcomes, it is suggested that pre-service and
novice teachers be provided with Culturally Responsive instruction opportunities and
mentorship. Further research should be done with larger sample sizes and with
classroom observations.
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2023
Agent
- Author (aut): Hargous, Kelsey
- Thesis advisor (ths): Scott, Kimberly
- Committee member: Nakagawa, Kathryn
- Committee member: Tobias, Evan
- Publisher (pbl): Arizona State University