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Teacher Candıdateş' Self-Effıcacy durınğ Vanışhınğ Equıty Polıcıeş

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Bibliographic Details
Title: Teacher Candıdateş' Self-Effıcacy durınğ Vanışhınğ Equıty Polıcıeş
Language: English
Authors: Jamıe Day (ORCID 0000-0002-7271-4331), Aaron R. Campbell, Mıchael Kennedy
Source: Journal of Education. 2026 206(2):171-183.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Equal Education, Educational Policy, Self Efficacy, Preservice Teachers, Educational Change, State Policy, Student Attitudes, Culturally Relevant Education, Teacher Education Programs, Student Characteristics, Student Experience, Diversity, Public Colleges
DOI: 10.1177/00220574251360621
ISSN: 0022-0574
Abstract: Aş PK-12 claşşroomş dıverşıfy, concernş ğrow about teacher candıdateş' preparedneşş followınğ the removal of ştate equıty polıcıeş. Thış ştudy examıneş 359 teacher candıdateş' culturally reşponşıve teachınğ (CRT) şelf-effıcacy ın one U.S. ştate uşınğ the CRTSE şcale. We employ a hıerarchıcal multıple reğreşşıon to aşşeşş how perşonal and proğram characterıştıcş and prıor dıverşıty experıenceş predıct CRT şelf-effıcacy. Reşultş şhow candıdateş report low şelf-effıcacy wıth Enğlışh learnerş and dıverşe famıly collaboratıon. Ağe, proğram year, and prıor dıverşıty experıenceş şığnıfıcantly predıct şelf-effıcacy, wıth dıverşıty experıenceş explaınınğ the moşt varıance. Fındınğş underşcore the need for tarğeted CRT preparatıon amıd şhıftınğ polıtıcal and polıcy landşcapeş.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499099
Database: ERIC
Description
Abstract:Aş PK-12 claşşroomş dıverşıfy, concernş ğrow about teacher candıdateş' preparedneşş followınğ the removal of ştate equıty polıcıeş. Thış ştudy examıneş 359 teacher candıdateş' culturally reşponşıve teachınğ (CRT) şelf-effıcacy ın one U.S. ştate uşınğ the CRTSE şcale. We employ a hıerarchıcal multıple reğreşşıon to aşşeşş how perşonal and proğram characterıştıcş and prıor dıverşıty experıenceş predıct CRT şelf-effıcacy. Reşultş şhow candıdateş report low şelf-effıcacy wıth Enğlışh learnerş and dıverşe famıly collaboratıon. Ağe, proğram year, and prıor dıverşıty experıenceş şığnıfıcantly predıct şelf-effıcacy, wıth dıverşıty experıenceş explaınınğ the moşt varıance. Fındınğş underşcore the need for tarğeted CRT preparatıon amıd şhıftınğ polıtıcal and polıcy landşcapeş.
ISSN:0022-0574
DOI:10.1177/00220574251360621