<abstract xmlns="http://www.w3.org/1999/xhtml"><p>We designed this study with the aim to examine teachers’ culturally relevant and sustaining education self-efficacy perceptions in Turkey. For this purpose, we developed a Culturally Relevant/Sustaining Education Self-Efficacy Scale. We obtained the data from 1302 teachers. Data analysis proceeded in three steps: First, we analyzed factor analysis. Second, we conducted a descriptive analysis of the items on the CRESE Scale. Finally, we compared teachers’ perceptions. The scale consists of a single factor and teachers’ scores on the CRESE Scale were highly reliable. The findings revealed that teachers were less efficacious in their ability to revise the teaching-learning materials in terms of cultural diversity, to give culturally relevant examples, to reflect the students’ cultural values in the classroom, and to increase in school parents’ and families’ participation in Turkey. Also, teachers’ self-efficacy perceptions differ significantly according to some variables. We discussed the implications for these findings for both further research and future teacher preparation.</p></abstract>

We designed this study with the aim to examine teachers’ culturally relevant and sustaining education self-efficacy perceptions in Turkey. For this purpose, we developed a Culturally Relevant/Sustaining Education Self-Efficacy Scale. We obtained the data from 1302 teachers. Data analysis proceeded in three steps: First, we analyzed factor analysis. Second, we conducted a descriptive analysis of the items on the CRESE Scale. Finally, we compared teachers’ perceptions. The scale consists of a single factor and teachers’ scores on the CRESE Scale were highly reliable. The findings revealed that teachers were less efficacious in their ability to revise the teaching-learning materials in terms of cultural diversity, to give culturally relevant examples, to reflect the students’ cultural values in the classroom, and to increase in school parents’ and families’ participation in Turkey. Also, teachers’ self-efficacy perceptions differ significantly according to some variables. We discussed the implications for these findings for both further research and future teacher preparation.

Examining Teachers’ Culturally Relevant Education Self-Efficacy Perceptions in Turkey

Discourse and Communication for Sustainable Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

We designed this study with the aim to examine teachers’ culturally relevant and sustaining education self-efficacy perceptions in Turkey. For this purpose, we...

Examining Teachers’ Culturally Relevant Education Self-Efficacy Perceptions in Turkey

Data publikacji: 31 gru 2020

Zakres stron: 137 - 158

DOI: https://doi.org/10.2478/dcse-2020-0023

Słowa kluczowe
culturally relevant education, self-efficacy, culturally responsive teachers

© 2020 Nihat Kotluk et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Examining Teachers’ Culturally Relevant Education Self-Efficacy Perceptions in Turkey

Data publikacji: 31 gru 2020

Zakres stron: 137 - 158

DOI: https://doi.org/10.2478/dcse-2020-0023

Słowa kluczoweculturally relevant education, self-efficacy, culturally responsive teachers

© 2020 Nihat Kotluk et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Słowa kluczowe
culturally relevant education, self-efficacy, culturally responsive teachers