The antecedents of teaching styles in multicultural classroom: teachers’ self-efficacy for inclusive practices and attitudes towards multicultural education

Abstract

ABSTRACT The present study aimed to contribute to the understanding of the antecedents of teaching styles in multicultural classrooms. In particular, research has investigated whether teachers’ attitudes towards multicultural education played a mediating role in the relationships among teachers’ efficacy for inclusive practices and motivating teaching styles (autonomy supportive and structuring) and demotivating teaching styles (controlling and chaotic). Participants included 474 in-service teachers, 100 males (21.1%) and 374 females (78.9%), with an average age of 38.05 years (SD = 7.03), who were recruited from several high schools located in Sicily (Italy). Results of the SEM analysis showed that teachers’ attitudes towards multicultural education mediated the association between teachers’ efficacy for inclusive practices and (de)motivating teaching styles. Furthermore, teachers’ efficacy for inclusive practices was a direct positive predictor of motivating teaching styles, while teachers’ multicultural attitudes were a direct predictor of (de)motivating teaching styles. This study highlighted the importance of teachers’ attitudes towards multicultural education and self-efficacy for inclusive education as antecedents of teaching styles in multicultural classrooms with practical implications in the school context.