The Relationship Between In-Service Teachers’ Culturally Responsive Teaching Self-efficacy and Outcome Expectancy Beliefs, Instructional Practices (CLASS), and Student Outcomes in the Urban School Setting

Abstract

Culturally responsive teaching self-efficacy and outcome expectancy beliefs have emerged as constructs to investigate pre-service teacher preparedness for teaching children who represent culturally, ethnically, economically, linguistically, racially and religiously diverse backgrounds, who often attend urban schools. Once prepared for urban education, the question remains, what are the classroom outcomes for teacher-graduates during their first years of teaching? Using the Culturally Responsive Teaching Self-Efficacy Belief Scale (CRTSE), the Culturally Responsive Outcome Expectancy Beliefs Scale (CRTOE), and the Classroom Assessment Scoring System (CLASS), this researcher explored K-6th grade classroom outcomes of in-service teachers (n=69) from one teacher education preparation program in a Midwest urban area. Multiple regression and correlation analyses were applied to investigate the relationship between CRTSE, CRTOE and CLASS scores as predictor variables of student outcomes. CRTSE, CRTOE and CLASS scores statistically significantly predicted 19.1 % of the variance student reading outcome scores. CRTSE and CRTOE scores were highly correlated, r(68) =. 562, p<.01. Supplementary analyses revealed participants’ rated non-specific scale items higher than items more “culturally” specific. Such differential patterns indicated further development of the CRTSE and CRTOE scales is warranted. Descriptive analyses indicated contextual factors and differences between the school groups would assist in learning about variance in elementary students’ outcomes. This study adds to the body of literature on teacher self-efficacy and outcome expectancy beliefs, and particularly provides teacher education a pathway for understanding the classroom outcomes related to their teacher-graduates.