Exploring the factors that influence preservice teachers' culturally responsive teaching self-efficacy and outcome expectancy beliefs

This mixed method study was designed to examine preservice teachers' culturally responsive teaching self-efficacy and outcome expectancy beliefs. Guided by the theoretical and empirical research on self-efficacy and outcome expectancy beliefs, and the literature describing the classroom behavior of culturally responsive teachers, two measures---the Culturally Responsive Teaching Self-Efficacy Scale (CRTSE) and the Culturally Responsive Teaching Outcome Expectancy (CRTOE) Scale---were developed and administered to a sample of preservice teachers in the Midwest. The purpose of this mixed methods study was fourfold. First, this study sought to examine the relationship between preservice teachers' self-efficacy and outcome expectancy beliefs. Second, it sought to examine the relationship between efficacy and outcome expectancy belief patterns and the number of courses taken that addressed issues of cultural diversity and completed practicum requirements. Third, it was designed to examine the factors that influence the formation of preservice teachers' self-efficacy and outcome expectancy beliefs. Finally, as a follow up to the first phase of the study, the qualitative phase was designed to explore the underlying factors that influence preservice teachers' self-efficacy and outcome expectancy beliefs. Face-to-face interviews allowed the researcher to identify potential differences between preservice teachers with different self-efficacy/outcome expectancy belief patterns. This study revealed several key findings: (1) preservice teachers' culturally responsive teaching self-efficacy and outcome expectancy beliefs are highly correlated, (2) there are significant relationships between self-efficacy and outcome expectancy belief patterns and the number of courses taken that addressed issues of cultural diversity and the number of completed practicum requirements, and (3) self-efficacy and outcome expectancy beliefs are influenced by variables such as color-blind and racial attitudes, coursework, and teacher education major. The implications of these findings are discussed.