Murray State Theses and Dissertations

Abstract

This is a quantitative study designed to assess the beliefs of in-service teachers as well as those in urban and rural areas as it relates to the preparedness levels of educators to successfully implement culturally responsive pedagogy. With a new mandate for Culturally Responsive Teaching and Leading Standards in Illinois, educators and district leaders must now prepare for state-wide implementation by October 2025. At present, education program faculties in Illinois’s higher education institutions are integrating instruction on culturally responsive pedagogy. As a result, many pre-service teachers are currently receiving training in this area. In-service teachers, however, may lack learning experiences regarding culturally responsive teaching, especially if they have not received their education certification within the past five years as instruction regarding culturally responsive pedagogy has been on the rise. In addition to this population, rural educators without exposure to diverse populations lack authentic experiential opportunities to build culturally responsive teacher self-efficacy. Though vicarious learning experiences are a valid alternative for these teachers, this may not prove to be an adequate substitute for building culturally responsive teaching self-efficacy. In this study, the researcher explored a sample of current Illinois K-12 in-service educators (n = 179) using three scales: the Culturally Responsive Teaching Self-Efficacy (CRTSE), Culturally Responsive Teaching Outcome Expectancy (CRTOE) and Culturally Responsive Classroom Management Expectancy (CRCME) scales created by Siwatu (2007) and Siwatu et al. (2015). This study quantitatively addresses the influence of various factors such as age, gender, and teaching location on Illinois educators’ beliefs regarding culturally responsive pedagogy and readiness to implement the Culturally Responsive Teaching and Leading Standards. Using linear regression analyses, independent samples t-tests, and ANOVAs, findings indicated that CRTSE, CRTOE, and CRCME scores were positively correlated and that an educator’s understanding of cultural assets vs. deficits resulted in an increase in CRTSE. Additionally, age and teaching location were not found as predictors of CRTSE.

Year manuscript completed

2022

Year degree awarded

2022

Author's Keywords

CRTSE, culturally responsive teaching self-efficacy, culturally responsive teaching and leading, Illinois Culturally Responsive Teaching and Leading Standards

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Dissertation Committee Chair

Samir H. Patel

Committee Member

Cindy L. Clemson

Committee Member

Julie Hoffman

Document Type

Dissertation

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