Abstract
The purpose of this paper is to explore elementary teachers’ culturally responsive teaching self-efficacy (CRTSE), and to categorize it based on culturally responsive teaching theory by Gay. To accomplish this purpose, the data (n: 296) from the survey was analyzed by using SPSS for descriptive statistics, frequencies, factor analysis, and reliabilities. The survey contains 40 questions for measuring culturally responsive teaching self-efficacy, classified by five factors: knowledge base of culturally diverse learners, multicultural curriculum reconstruction, cultural caring and learning community, communications, and reconstruction of multicultural instruction. Factor and reliability analyses were conducted using 23 of these questions. “Culturally caring and learning community” is the high factor, whereas “communication” is the lowest factor. CRTSE in relation to elementary teachers’ personal characters is not meaningful. The conclusion drawn from the results is that elementary teachers in Korea currently do not implement culturally responsive teaching theory, which in turn, emphasizes the needs for further implementation of culturally responsive teaching.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call