Teacher efficacy and expectations of minority children: The mediating role of teachers’ beliefs about minority parents’ efficacy

Abstract

We investigated an exploratory model regarding the ways in which teachers’ beliefs about minority parents’ efficacy influenced the relationship between personal teacher efficacy (PTE) and their expectations of minority children's school success. A sample of 149 teachers completed the questionnaire that we had developed. Based on confirmatory factor analysis, we identified constructs representing the teachers’ beliefs. Data analysis using structural equation models showed that PTE directly predicted teachers’ doubts about minority children's school success. However, when teachers’ respect for minority parents’ efficacy was entered as a mediating factor, PTE positively predicted teachers’ high expectations of minority children's school success and negatively predicted teachers’ doubt about minority children's school success. Ways to develop teachers’ beliefs about minority parents’ efficacy are discussed.