In the United States of America, various manmade constructs such race, ethnicity, and social-economic status have been used to categorize members of society; however, there have been gaps in social conditions between subgroups. Critical race theory posits that public policy has played a role in these disparities (Chapman, 2011). Conditions in the United States of America matter as social cognitive theorist, Bandura (1989), posited that learning is socially constructed by triadic reciprocal determinism involving the person, environment, and behavior. Self-efficacy, a judgment of one's ability, and outcome expectancy or the judgment of whether engaging in an action will produced the desired effect are belief categories that have been reported to precede and predict behavior (Bandura, 1982). This study explored associations between 57 Voluntary Prekindergarten teachers' culturally responsive teaching self-efficacy and outcome expectancy beliefs located in urbanized Florida areas. An association between culturally responsive teaching self-efficacy and outcome expectancy beliefs and teacher demographics (i.e., age range, range of teaching experience in years, and degree level) were also explored. A Spearman's rho yielded a statistically significant, strong positive correlation between Voluntary Prekindergarten teachers' culturally responsive teaching self-efficacy and outcome expectancy beliefs. Results yielded no statistically significant associations between Voluntary Prekindergarten teachers' culturally responsive teaching self-efficacy or outcome expectancy and teacher demographics.
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Doctor of Education (Ed.D.)
College of Community Innovation and Education
Learning Sciences and Educational Research
Curriculum and Instruction
Length of Campus-only Access
Doctoral Dissertation (Campus-only Access)
Rumph, Rita, "An Exploration of Voluntary Prekindergarten Teachers' Culturally Responsive Teaching Self-Efficacy and Outcome Expectancy Beliefs in Urbanized Areas" (2021). Electronic Theses and Dissertations, 2020-. 754.