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An Investigation of the Relationship...

Ahmed, Tahani.

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An Investigation of the Relationship Between Teachers' Personal Epistemologies and their Self-Efficacy About Culturally Responsive Classroom Management.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An Investigation of the Relationship Between Teachers' Personal Epistemologies and their Self-Efficacy About Culturally Responsive Classroom Management./
作者:	Ahmed, Tahani.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
面頁冊數:	158 p.
附註:	Source: Dissertations Abstracts International, Volume: 84-04, Section: B.
Contained By:	Dissertations Abstracts International84-04B.
標題:	Epistemology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29329958
ISBN:	9798351495552

An Investigation of the Relationship Between Teachers' Personal Epistemologies and their Self-Efficacy About Culturally Responsive Classroom Management.
Ahmed, Tahani.

An Investigation of the Relationship Between Teachers' Personal Epistemologies and their Self-Efficacy About Culturally Responsive Classroom Management. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 158 p.

Source: Dissertations Abstracts International, Volume: 84-04, Section: B.

Thesis (Ph.D.)--East Tennessee State University, 2022.

This item must not be sold to any third party vendors.

Diversity is now an essential matter in US public schools. For the first time in America's history, students of color will constitute a majority of the public school enrollment; on the other hand, most early childhood and elementary teachers remain monolingual, white, middle-class females (Hussar & Bailey, 2019). The demographic mismatch between students and teachers presents a critical concern for teacher preparation programs (Banks et al., 2005; Gay, 2018; Muniz, 2019). Therefore, this study proposed that understanding the relationship between pre-service teachers' epistemological beliefs and their culturally responsive classroom management self-efficacy illustrated factors that may improve their teaching concept toward diversity. The study also evaluated whether early childhood (PreK-3) pre-service teachers held different personal epistemologies of teaching and culturally responsive classroom management self-efficacy beliefs than elementary (K-5) pre-service teachers. Lastly, the study explored factors that may contribute to pre-service teachers' personal epistemological beliefs of teaching and their self-efficacious beliefs about culturally responsive classroom management. The study used the explanatory sequential mixed-methods design that contained two phases. In Phase I, 111 pre-service teachers completed two surveys: the teachers' Personal Epistemologies of Teaching Scale (PT-PETS) and the Culturally Responsive Classroom Management Self-Efficacy scale (CRCMSE). In Phase II, six pre-service teachers participated in semi-structured interviews. The results indicated no significant linear correlation between pre-service teachers' sophisticated personal epistemological beliefs and their confidence in employing culturally responsive classroom management. In addition, the integration of the quantitative and the qualitative data demonstrated that pre-service teachers held sophisticated personal epistemological beliefs of teaching. They also showed different confidence levels about applying culturally responsive classroom management. A two-way ANOVA revealed that only semester level significantly affected the PT-PETS scores, where pre-service teachers in the seventh semester performed better than those in the fifth semester. The current study illustrated various positive and negative factors that may influence pre-service teachers' epistemological beliefs of teaching and their self-efficacious beliefs in culturally responsive classroom management, which may provide insight for teacher preparation programs.

ISBN: 9798351495552Subjects--Topical Terms:

896969
Epistemology.

An Investigation of the Relationship Between Teachers' Personal Epistemologies and their Self-Efficacy About Culturally Responsive Classroom Management.
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