Date of Award

2016

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Jenny Sabin

Abstract

This study investigated the level of personal and general teacher efficacy of teachers from three high schools within a southeastern urban school district. Additional research questions focused on correlational relationships between teacher efficacy and culturally responsive teaching, instructional strategies, student engagement, and classroom management as measured by the Teacher Efficacy Scale (TES), Culturally Responsive Teaching Techniques (CRTT) Scale, and Teachers’ Sense of Efficacy Scale (TSES).

This study was conducted in a large urban school district located in the mid-Atlantic region of the United States; three of the five high schools in the district participated. The CRTT Scale and TSES were combined to create a 29-item instrument to examine culturally responsive teaching, instructional strategies, student engagement, and classroom management. Personal and general teacher efficacy were explored using the TES.

This study found that cultural teaching is a dimension of teacher efficacy. Survey data were analyzed to determine the impact of teaching efficacy on culturally responsive teaching. Significant relationships were found between teacher efficacy and culturally responsive teaching, instructional strategies, student engagement, and classroom management. Teacher efficacy and culturally responsive teaching are positively related; the finding supports studies that indicate teachers who possess high levels of efficacy are more likely to use higher levels of culturally responsive pedagogy which has a positive impact on student engagement and achievement.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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