Prior literature has suggested that teachers who are confident in their abilities to teach,
assess, and manage classroom behavior may be more likely to engage in practices that …

This investigation examined the dynamic relation between culturally responsive teaching,
teacher cultural diversity beliefs, and self-reflection on own teaching. A multiple case study …

This one-year phenomenological study focuses on exploring sources of teacher self-efficacy
(TSE) among pre-service secondary mathematics teachers during their initial teacher …

Prior research fails to support the future implementation of culturally responsive teaching.
We argue that imparting culturally responsive teaching practices in the curriculum is …

The relation between social dyadic variables such as teacher–student relationship quality
(TSRQ) and student achievement have been well‐documented within prior work; however …

Purpose: The aim of this study was twofold. First, it investigated the extent to which in-service
teachers of English were personally and professionally ready to carry out culturally …

Using a sample of 287 preservice teachers from a large Midwestern university in the United
States, this study examined the predictive relationships between four unique measures of …

It is increasingly recognised that language teachers' self-efficacy (LTSE) beliefs, ie their
beliefs in their abilities to fulfil specific language teaching-related tasks that support learning …

How preservice teachers perceive their readiness to work with diverse learners can indicate
their future success in the classroom. Using self-efficacy theory as a conceptual base, this …

Objectives: This study investigated the associations between teachers' culturally responsive
teaching (CRT) self-efficacy, students' perceptions of classroom cultural diversity climate …