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Record identifier : 569601
Personal Name - Primary Intelectual Responsibility : Oyerinde, Sayyid A
Title and statement of responsibility : A correlational study of teacher efficacy and culturally responsive teaching techniques in four public middle schools [Thesis]
Publication, Distribution,Etc. : University of Missouri - Kansas City, 2008
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D
Body granting the degree : , University of Missouri - Kansas City
Summary or Abstract : This study constructs a theoretical model that shows that culturally responsive teaching techniques (CRTTs) are an essential component of teacher efficacy. The model expands the definition of teacher efficacy to include the teachers' ability to incorporate culturally responsive teaching techniques into their classroom practices. Factor analysis indicates the combined twenty-nine (29) variables from the two instruments used (the Teachers' Sense of Efficacy Scale and the Culturally Responsive Teaching Techniques Scale) successfully identify a four-dimensional teacher efficacy construct of culturally responsive teaching techniques, student engagement, instructional strategies, and classroom management. Factor analysis also shows that the adapted Teacher Efficacy Scale supports the two-dimensional teacher efficacy construct of personal teaching efficacy and general teaching efficacy. The findings of this study show that teacher efficacy and culturally responsive teaching techniques are positively related. Empirical analysis clearly supports the contention that those teachers who use culturally responsive teaching techniques have higher teacher efficacy. Therefore, culturally responsive teaching techniques are related to teacher efficacy. The significance of this study's hypotheses (related to the differences in teacher efficacy of teachers in four public middle schools, including differences by gender and race) was tested at a p-value of 0.05. It was found that the teachers in the four middle schools do differ significantly in their teaching efficacy: Female teachers were found to demonstrate significantly higher scores on the classroom management, student engagement, culturally responsive teaching techniques, and instructional strategies dimensions of the teacher efficacy construct than their male teachers counterparts. There is no statistically significant difference in teacher efficacy by race. This study provides valuable advice and analysis about the importance of culturally responsive teaching techniques and how schools of education, teachers, administrators, and policymakers (at local, state, and national levels) might advance the academic and social well-being of children who historically have not been well served by public education in the United States..
Topical Name Used as Subject : School administration
: Teacher education
: Secondary education
: Social structure
Information of biblio record : TL
 
 
 
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