The Relationship between Teachers’ Sense of Self-Efficacy and Culturally and Linguistically Diverse 7th Grade Students’ Math Achievement
by LisaRose Blanchette
Purpose: The purpose of this study was to determine the degree to which a relationship exists between teacher sense of self-efficacy in terms of student engagement, instructional practices, and classroom management and teacher perceptions of 7th grade culturally and linguistically diverse (CLD) student achievement in mathematics.
Methodology: This study used a mixed methods approach, embedding a quantitative questionnaire into a qualitative interview protocol, to learn teacher thoughts. To establish the significance of findings, descriptive statistics were used to find the mean and standard deviation to answer Research Questions 1, 2, and 3, and the Pearson R correlation was used to calculate a correlation coefficient to answer Research Question 4.
Findings: Although participants in the study reported medium to high levels of self-efficacy, the researcher was unable to determine a relationship between teacher sense of self-efficacy and CLD students’ mathematics achievement based on the statistical data.
Conclusions: It was concluded specialized training to work with CLD students could support teachers’ sense of self-efficacy and CLD students’ mathematics achievement.
Recommendations: It is recommended pre-service teachers engage in coursework in culturally relevant pedagogy and in-service teachers are trained in the Specially Designed Academic Instruction in English (SDAIE) model.
|Commitee:||DeVore, Douglas, Goodman, Laurie|
|Department:||School of Education|
|School Location:||United States -- California|
|Source:||DAI-A 81/11(E), Dissertation Abstracts International|
|Keywords:||Tschannen-Moran, Woolfolk Hoy, & Hoy, Diversity, English learners, Mathematics, Middle school, Self-efficacy|
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