Pre-Service Teachers' Self-Efficacy for the Culturally Responsive Classroom Management

Abstract

The book engages contemporary debates about the classroom management, presenting diverse ideas developed within a broadly conceived culturally responsive classroom management approach. It calls for a more critical and dynamic conception of teacher education and classroom management as a necessary element of a diverse society. The book presents the findings of a research study aiming to determine preservice teachers’ self-efficacy for culturally responsive classroom management, and to investigate preservice teachers’ self-efficacy beliefs about working in the classrooms with the pupils from different cultures. 157 preservice teachers in a university participated in the study. Survey model was used in the study. The data were collected using quantitative data analysis techniques. The relationship between preservice teachers’ self-efficacy for classroom management was measured through the scale administered to preservice teachers. The data analysis revealed that the pre-service teachers’ self-efficacy level is medium, meaning they possess moderate confidence in culturally responsive classroom management practices. Moreover, there was so significant difference between preservice teachers’ self-efficacy for culturally responsive classroom management in terms of gender and age. field of study, and their self-efficacy level was medium..