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作者

来源

URBAN EDUCATION,Vol.52,Issue7,P.862-888

语言

英文

关键字

classroom management; culturally responsive teaching; culturally responsive classroom management; teacher self-efficacy; AFRICAN-AMERICAN STUDENTS; TEACHER EFFICACY; DISCIPLINE GAP; JOB STRESS; BELIEFS; SCHOOL; EDUCATION; DIVERSITY; BURNOUT; ACHIEVEMENT

作者单位

[Siwatu, Kamau Oginga] Texas Tech Univ, Dept Educ Psychol & Leadership, Educ Psychol, Lubbock, TX 79409 USA. [Putman, S. Michael] Univ North Carolina Charlotte, Dept Reading & Elementary Educ, Charlotte, NC USA. [Starker-Glass, Tehia V.] Univ North Carolina Charlotte, Dept Reading & Elementary Educ, Educ, Charlotte, NC USA. [Lewis, Chance W.] Univ North Carolina Charlotte, Urban Educ, Charlotte, NC USA. [Lewis, Chance W.] Univ North Carolina Charlotte, Urban Educ Collaborat, Charlotte, NC USA. Siwatu, KO (reprint author), Texas Tech Univ, Box 41071, Lubbock, TX 79423 USA. E-Mail: kamau.siwatu@ttu.edu

摘要

This article reports on the development and initial validation of the Culturally Responsive Classroom Management Self-Efficacy Scale. Data from 380 preservice and inservice teachers were used to examine the psychometric properties of the instrument. Exploratory factor analysis results suggested a one-factor structure consisting of 35 items and the scores on the measure were highly reliable. Evidence of construct validity was obtained with two existing teacher self-efficacy measures. The results of the correlational analysis lend credence that the instrument developed by the research team was indeed measuring self-efficacy beliefs. The implications for teacher education and research are discussed.