Abstract/Details

Exploring the factors that influence preservice teachers' culturally responsive teaching self -efficacy and outcome expectancy beliefs


2005 2005

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Abstract (summary)

This mixed method study was designed to examine preservice teachers' culturally responsive teaching self-efficacy and outcome expectancy beliefs. Guided by the theoretical and empirical research on self-efficacy and outcome expectancy beliefs, and the literature describing the classroom behavior of culturally responsive teachers, two measures—the Culturally Responsive Teaching Self-Efficacy Scale (CRTSE) and the Culturally Responsive Teaching Outcome Expectancy (CRTOE) Scale—were developed and administered to a sample of preservice teachers in the Midwest. The purpose of this mixed methods study was fourfold. First, this study sought to examine the relationship between preservice teachers' self-efficacy and outcome expectancy beliefs. Second, it sought to examine the relationship between efficacy and outcome expectancy belief patterns and the number of courses taken that addressed issues of cultural diversity and completed practicum requirements. Third, it was designed to examine the factors that influence the formation of preservice teachers' self-efficacy and outcome expectancy beliefs. Finally, as a follow up to the first phase of the study, the qualitative phase was designed to explore the underlying factors that influence preservice teachers' self-efficacy and outcome expectancy beliefs. Face-to-face interviews allowed the researcher to identify potential differences between preservice teachers with different self-efficacy/outcome expectancy belief patterns. This study revealed several key findings: (1) preservice teachers' culturally responsive teaching self-efficacy and outcome expectancy beliefs are highly correlated, (2) there are significant relationships between self-efficacy and outcome expectancy belief patterns and the number of courses taken that addressed issues of cultural diversity and the number of completed practicum requirements, and (3) self-efficacy and outcome expectancy beliefs are influenced by variables such as color-blind and racial attitudes, coursework, and teacher education major. The implications of these findings are discussed.

Indexing (details)


Subject
Educational psychology;
Teacher education;
Bilingual education;
Multicultural education
Classification
0525: Educational psychology
0530: Teacher education
0282: Bilingual education
0282: Multicultural education
Identifier / keyword
Education; Beliefs; Culturally responsive; Preservice teachers; Self-efficacy; Teaching
Title
Exploring the factors that influence preservice teachers' culturally responsive teaching self -efficacy and outcome expectancy beliefs
Author
Siwatu, Kamau Oginga
Number of pages
164
Publication year
2005
Degree date
2005
School code
0138
Source
DAI-A 66/06, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780542211102, 0542211106
Advisor
Bruning, Roger H.
University/institution
The University of Nebraska - Lincoln
University location
United States -- Nebraska
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3180818
ProQuest document ID
305426343
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/305426343
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