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Beyond Belief: A Phenomenological Study of the Reflective and Relational Roots of Culturally Responsive Teaching Self-Efficacy
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DOI：10.1080/2372966X.2026.2629229.png)
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Abstract
En 中文
This qualitative study examined the development of culturally responsive teaching self-efficacy (CRTSE) among seven teachers with demonstrated success working with culturally and linguistically diverse (CLD) students. Using a phenomenological approach, the study explored how teachers’ beliefs, identities, and instructional practices evolved through personal experiences, teacher education and professional development, and relationships with students and families. Findings highlight CRTSE as a dynamic construct shaped by critical reflection, student-centered pedagogy, and relational learning. Participants reported structural challenges in implementing culturally responsive practices but demonstrated persistence through collaboration and self-awareness. Implications are discussed for teacher preparation, professional learning, and interdisciplinary consultation with school psychologists. The findings underscore the importance of supporting CRTSE development through ongoing, context-sensitive strategies that promote equity and culturally affirming practices in diverse school settings.
Impact Statement
This study explores how teachers develop culturally responsive teaching self-efficacy (CRTSE) through reflection, relationships, and persistence in the face of systemic barriers. Although centered on teacher development, the findings have direct implications for school psychology practice by identifying opportunities for interdisciplinary consultation, equity-oriented professional learning, and systems-level support that promotes culturally affirming practices in schools.
Keywords:
culturally responsive teaching
teacher self-efficacy
culturally and linguistically diverse students
phenomenological research
educational equity
Katrina Debnam
Journal
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4.2
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515
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3.3K
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