| Researchers agree that teachers' attitudes and efficacy beliefs play a significant role in student achievement (Armor et al., 1976; Hoy & Spero, 2005; Szabo & Mokhtari, 2004; Woolfolk & Hoy, 1990). Teachers with high self-efficacy: 1) believe they can positively influence students' learning and achievement despite environmental conditions (Armor et al., 1976; Ashton & Webb, 1986; Gibson & Dembo, 1984); and 2) assume accountability for student learning (Gibson & Dembo, 1984; Ross, 1998; Siwatu, 2007). On the contrary, teachers with low teacher efficacy have minimal expectations for and fewer interactions with minority students. They are also more likely to feel teacher burnout and abandon the profession (Betoret, 2006; Friedman, 2004; Guerra, Attar, & Weissberg, 1997). Various studies have confirmed that even after successfully completing multicultural courses and field experiences, interns' negative beliefs and low outcome expectancies for minority students remained (Garmon, 1996, 2004; Easter, Schultz, Neyhart & Reck, 1999).;Although little is known about how teaching efficacy develops, it is possible that programs incorporating efficacy-building opportunities assist to create and maintain a pool of quality teachers in culturally diverse schools (Clark & Wegener, 2009; Garcia, 2004; Milner, 2005; Santoro & Allard, 2005; Tucker et al., 2005; Siwatu, 2007; Swearingen, 2009). The purpose of this study will be to examine patterns in culturally responsive teaching self efficacy and outcome expectancies between interns, mentor teachers, university supervisors, and teacher educators in an urban teacher education program. |
