The relationship between multicultural efficacy and culturally responsive classroom management self-efficacy

Abstract

Purpose The purpose of this study was to determine if the components of multicultural efficacy (experience with diversity, attitude toward diversity, and efficacy) were predictors of culturally responsive classroom management self-efficacy (CRCMSE) among K-12 teachers. Design/methodology/approach Following a correlation design, survey data was collected from full-time classroom teachers working in a large public-school division in Virginia and analyzed using hierarchical multiple regression analysis. Findings The results indicated that experience with diversity and efficacy are significant predictors of CRCMSE. Attitude toward diversity was not a statistically significant predictor of CRCMSE. Originality/value The findings are noteworthy considering the increasing diversity among K-12 students in the U.S. and the need to better support students of color with culturally responsive practices.