Multicultural Classrooms
Culturally Responsive Teaching Self-Efficacy among A Sample of Canadian Preservice Teachers
Bibliographic Data
| ID | 9729344 |
|---|---|
| Authors | Saghar Chahar Mahali (0000-0001-9601-8915, University of Guelph, ON, Canada, corresponding author), Phillip R Sevigny (0000-0002-8479-6039, University of Alberta, Edmonton, Canada) |
| Year | 2022 |
| Volume | 54 |
| Issue | 8 |
| Pages | 946-968 |
| Publication date | 2022-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00131245211062526 |
| OpenAlex | W4200547185 |
| Language | EN |
| Citations received | 14 |
| References cited | 55 |
Many teachers enter classrooms with limited cross-cultural awareness and low levels of confidence to accommodate cultural diversity. Therefore, teaching a heterogeneous body of students requires teachers to have culturally responsive teaching self-efficacy (CRTSE). The investigation of factors impacting teachers’ self-efficacy in teaching diverse students has produced mixed results. The purpose of the current study was to explore the determinants of CRTSE in a sample of Canadian preservice teachers. One hundred and ten preservice teachers from a medium-sized public Canadian University completed measures of political orientation, CRTSE, cross-cultural experiences, and teacher burnout. Higher levels of preservice teachers’ CRTSE were predicted by lower levels of Emotional Exhaustion (i.e., a key aspect of burnout syndrome) and more frequent cross-cultural experiences in their childhood and adolescence. Implications for training preservice teachers are discussed
Burnout · Cross-cultural · Cultural competence · Cultural diversity · Diversity (politics · Mathematics education · Multicultural education · Multiculturalism · Pedagogy · Sample (material · Self-efficacy · Sociology · Teacher education · Clinical Psychology · Global Education and Multiculturalism · Psychology · Social Psychology · Teacher Education and Leadership Studies · Youth Development and Social Support
Fostering Equity and Engagement in STEAM Education
Enhancing Pre-Service EFL Teachers’ Self-Efficacy through the Use of ELF in a Multilingual World
Predictors of multilingual classroom practices of German primary teachers
An Investigation of Teacher Candidates' Self‐Efficacy Beliefs and Self‐Evaluations Towards Cultural Diversity and Their Empathic Orientations
Teacher Candidates’ Self-Efficacy During Vanishing Equity Policies
Assessing U.S. teachers’ perceived confidence in practising linguistically and culturally responsive content teaching (LcRCT) with multilingual learners
Are they actually getting it
Multicultural Efficacy Beliefs in Higher Education
Embracing Diversity in Multi-Racial Classrooms through Pedagogical Strategies
The experiences shaping culturally responsive teaching self-efficacy among pre-service special education teachers
A Person-Centered Analysis of Adolescent Multicultural Socialization Niches and Academic Functioning
The Role of Culturally Relevant and Sustaining Pedagogies on Teacher Burnout
A Cross-National Examination of Teachers’ Multicultural Self-Efficacy
Enhancing multicultural education with Moocs
Perceived Teacher Self‐Efficacy as a Predictor of Job Stress and Burnout
Cross Cultural Competency and Multicultural Teacher Education
Teacher Efficacy Research 1998–2009
Classroom Management Self-Efficacy and Burnout
Pre-Service Student-Teacher Self-efficacy Beliefs
Newly qualified teachers’ work engagement and teacher efficacy influences on job satisfaction, burnout, and the intention to quit
Preservice Teachers’ Culturally Responsive Teaching Self-Efficacy-Forming Experiences
Compassionate Liberals and Polite Conservatives
Effects on teachers' self-efficacy and job satisfaction
Teacher Efficacy
A Cross Validation Study of the Maslach Burnout Inventory
Assessment of perceived general self-efficacy on the internet
Self-Efficacy and Burnout in Teaching
Novice teachers’ experience of teaching
The Multicultural Efficacy Scale
Self-Efficacy and Multicultural Teacher Education in the United States
Institutional Social and Cultural Influences on the Multicultural Perspectives of Preservice Teachers
Constructing the color-blind classroom
Changes in teacher efficacy during the early years of teaching
Teachers’ practical knowledge about classroom management in multicultural classrooms
Should teachers be colorblind? How multicultural and egalitarian beliefs differentially relate to aspects of teachers' professional competence for teaching in diverse classrooms
Teacher self-efficacy and teacher burnout
Measuring teachers’ self-efficacy beliefs
Diversity-related burnout among teachers
Approaches to Multicultural Education in Preservice Teacher Education
A Shifting Paradigm
Realities of Teaching in Racially/Ethnically Diverse Schools
Six Key Factors for Changing Preservice Teachers' Attitudes/Beliefs about Diversity
Measuring Educators’ Beliefs About Diversity in Personal and Professional Contexts
Teacher efficacy
Preservice teachers' culturally responsive teaching self-efficacy and outcome expectancy beliefs
The differential antecedents of self-efficacy beliefs of novice and experienced teachers
Preparing Teachers for Culturally Diverse Schools
Preparing Culturally Responsive Teachers
My Eyes have been Opened
Enhancing Cross-cultural Competence in Multicultural Teacher Education
| Unique citing works | 14 |
|---|---|
| Citations per year | 4,67 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 14 |