Examining Teachers’ Culturally Responsive Classroom Management Self-Efficacy-Reference-Cited by-同舟云学术

Examining Teachers’ Culturally Responsive Classroom Management Self-Efficacy

Published:2022-08-16 Issue: Volume: Page:153450842211180
ISSN:1534-5084
Container-title:Assessment for Effective Intervention
language:en
Short-container-title:Assessment for Effective Intervention

Author:

Santiago-Rosario María Reina¹^ORCID,McIntosh Kent¹,Whitcomb Sara A.²

Affiliation:

1. University of Oregon, Eugene, USA

2. University of Massachusetts Amherst, USA

Abstract

This study examined teachers’ ( N = 33; K-6) self-reports from the Culturally Responsive Classroom Management Self-Efficacy Scale (CRCMSE) in relation to observed classroom management practices (praise, opportunities to respond, and reprimands) and classroom level student outcomes (correct academic responses, disruptive behavior, and office discipline referrals). Additionally, we explored the relation between CRCMSE ratings, observed classroom management practices, and racial equity in school discipline. Results showed that on average, teachers rated their culturally responsive competencies moderately high. There were no significant associations between CRCMSE ratings and observed classroom practices or racial equity in discipline. However, the delivery of praise statements was strongly associated with racial equity. Possible implications for measuring cultural responsiveness using self-report are also discussed.

Funder

UMass Amherst College of Education

National Association of School Psychologists

Publisher

SAGE Publications

Subject

General Health Professions,Developmental and Educational Psychology,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/15345084221118090

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