Understanding Preservice Special Education Teachers' Culturally Responsive Self-Efficacy: A Mixed Methods Study
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| Title: | Understanding Preservice Special Education Teachers' Culturally Responsive Self-Efficacy: A Mixed Methods Study |
|---|---|
| Language: | English |
| Authors: | Krystal Lewis-Pratl, Yojanna Cuenca-Carlino, Tara Kaczorowski, Mark Zablocki |
| Source: | Journal of the American Academy of Special Education Professionals. 2025 20(3):117-135. |
| Availability: | American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Special Education Teachers, Culturally Relevant Education, Self Efficacy, Teacher Effectiveness, Student Diversity, Students with Disabilities, English Learners, Minority Group Students |
| DOI: | 10.64546/jaasep.592 |
| ISSN: | 2325-7466 |
| Abstract: | There have been increases in the culturally and linguistically diverse (CLD) student population over the last two decades; however, these changes have not been realized in the diversification of educators in the field. This sequential explanatory mixed methods study examined preservice special education teachers' (N = 54) culturally responsive self-efficacy beliefs and the factors and experiences that influenced their self-efficacy through semi-structured interviews (n = 8). This study sought to extend the work of Siwatu (2011a) by administering the culturally responsive teaching self-efficacy (CRTSE) scale and modifying it to include the language of disability (Chu & Garcia, 2014). Results indicate special education preservice teachers have moderately high CRTSE for teaching CLD learners with disabilities. Differences and commonalities between high and low self-efficacy groups are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493449 |
| Database: | ERIC |
| Abstract: | There have been increases in the culturally and linguistically diverse (CLD) student population over the last two decades; however, these changes have not been realized in the diversification of educators in the field. This sequential explanatory mixed methods study examined preservice special education teachers' (N = 54) culturally responsive self-efficacy beliefs and the factors and experiences that influenced their self-efficacy through semi-structured interviews (n = 8). This study sought to extend the work of Siwatu (2011a) by administering the culturally responsive teaching self-efficacy (CRTSE) scale and modifying it to include the language of disability (Chu & Garcia, 2014). Results indicate special education preservice teachers have moderately high CRTSE for teaching CLD learners with disabilities. Differences and commonalities between high and low self-efficacy groups are discussed. |
|---|---|
| ISSN: | 2325-7466 |
| DOI: | 10.64546/jaasep.592 |
