Date of Award
Summer 2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Committee Chair
Jennifer Putnam
Abstract
Historical inequities disproportionately impacting historically marginalized communities continue to persist in classrooms today. Culturally responsive teaching plays an important role in addressing these inequities by recognizing and affirming diverse cultural identities. The purpose of this study was to explore elementary school teachers’ culturally responsive teaching self-efficacy (CRTSE) perceptions. This mixed methods convergent parallel study examined CRTSE across five domains: culturally congruent instruction, cross-cultural communication, culturally relevant curricula, cultural diversity knowledge, and cultural caring learning communities. Quantitative data were collected from 147 North Carolina elementary teachers using the CRTSE Scale, and qualitative data were gathered through semi-structured interviews with 16 participants. A repeated measures ANOVA analyzed differences across culturally responsive teaching domains, and multiple regression examined the influence of years of teaching experience and race on teachers’ CRTSE. Thematic analysis using inductive and focused coding was used to analyze the qualitative data. Teachers reported the highest CRTSE in cultural caring learning communities and the lowest in culturally relevant curricula. Neither years of teaching experience nor race was found to be a statistically significant predictor of CRTSE. Interview themes highlighted teachers’ intentional implementation of culturally responsive teaching practices; efforts to cultivate caring and inclusive learning environments; use of culturally reflective materials to create windows, mirrors, and sliding glass doors; and the role of mastery and vicarious experiences in influencing CRTSE. These findings underscore the importance of professional learning that centers culturally responsive teaching practices and supports the implementation of culturally relevant instruction to foster equitable classroom communities and improve student outcomes.
Recommended Citation
Wright, Bria C., "Through Their Own Eyes: A Mixed Methods Study on Perceptions and Reflections of Culturally Responsive Teaching Self-Efficacy of North Carolina Elementary School Teachers" (2025). Doctor of Education Dissertations. 247.
https://digitalcommons.gardner-webb.edu/education-dissertations/247
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