Examining Teachers’ Culturally Responsive Classroom Management Self-Efficacy

• Published in: Assessment for effective intervention Vol. 48; no. 3; pp. 170 - 176
• Main Authors: Santiago-Rosario, María Reina, McIntosh, Kent, Whitcomb, Sara A.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01-06-2023; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Academic disciplines; Cautions; Classroom management; Classroom practice; Classroom Techniques; Classrooms; Cultural sensitivity; Culturally Relevant Education; Discipline; Disruptive behaviour; Elementary School Teachers; Equal Education; Fairness; Outcomes of Education; Praise; Race; Responsiveness; Self Efficacy; Self report; Student Behavior; Teachers; diversity; observation; rating scales
• ISSN: 1534-5084; 1938-7458
• DOI: 10.1177/15345084221118090

This study examined the self-reports of 33 Grades K–6 teachers 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.