Mindset Over Methods A Mixed-Methods Study on Culturally Responsive Teaching and Teacher Efficacy

Disparities in schooling in the United States have been well-documented and researched,along with pedagogies that strive to create equitable learning environments. One such inequity is the overrepresentation of novice teachers in low-income and culturally diverse schools. Novice teachers have been found to have lower self-efficacy and leave the profession at a higher rate than veteran teachers. High self-efficacy beliefs have been correlated with better student outcomes. Therefore, the overrepresentation of novice teachers in low-income schools is yet another inequity. This mixed-methods, phenomenological study answered the following research question: How does awareness of Culturally Responsive Teaching affect novice teachers' self-efficacy? There are two theories being used in this research project, Teacher Efficacy and Culturally Responsive Teaching. The results of the study showed that attending three mindset-focused professional developments on Culturally Responsive Teaching improved novice teachers' self-efficacy in student engagement, instructional strategies, and classroom management. Based on these promising outcomes, it is suggested that pre-service and novice teachers be provided with Culturally Responsive instruction opportunities and mentorship. Further research should be done with larger sample sizes and with classroom observations.