The Culturally Responsive Classroom Management Self-Efficacy Scale: Development and Initial Validation

Kamau Oginga Siwatu, S. Michael Putman, Tehia V. Starker-Glass, Chance W. Lewis

Research output: Contribution to journalArticle

4 Scopus citations

Abstract

This article reports on the development and initial validation of the Culturally Responsive Classroom Management Self-Efficacy Scale. Data from 380 preservice and inservice teachers were used to examine the psychometric properties of the instrument. Exploratory factor analysis results suggested a one-factor structure consisting of 35 items and the scores on the measure were highly reliable. Evidence of construct validity was obtained with two existing teacher self-efficacy measures. The results of the correlational analysis lend credence that the instrument developed by the research team was indeed measuring self-efficacy beliefs. The implications for teacher education and research are discussed.

Original languageEnglish
Pages (from-to)862-888
Number of pages27
JournalUrban Education
Volume52
Issue number7
DOIs
StatePublished - Sep 1 2017

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Keywords

  • classroom management
  • culturally responsive classroom management
  • culturally responsive teaching
  • teacher self-efficacy

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