Pre-Service Teachers’ Perceptions of Preparedness and Self-efficacy in Instructing Students From Diverse Cultural and Linguistic Backgrounds

This study aims to determine a connection between the pre-service teachers’ perception of preparedness and their self-efficacy in instructing students from culturally and linguistically diverse backgrounds. The researcher was guided by three research questions: 1) What are pre-service teachers\u27 perceptions of their abilities to teach culturally and linguistically diverse students? 2) To what degree do pre-service teachers believe their teacher education program prepared them to teach culturally and linguistically diverse students? 3) To what extent do pre-service teachers\u27 self-efficacy influence culturally and linguistically diverse students? Participants were pre-service teachers (education undergraduates in their last year or last semester of graduation), community colleges, and university faculty in the North Texas area. A total of sixty-three participants participated in the study by completing a Teacher Demographic Questionnaire (TDQ) and the Culturally Responsive Teacher Self-Efficacy scale (CRTSES) (Siwatu, 2006). Also, ten faculty participants participated in the study by completing a Faculty Member Questionnaire (FMQ). None of the faculty member participants expressed an interest in participating in the follow-up interviews. Demographic and preparedness questions from the TDQ were selected to identify similarities and differences. CRTSES data were totaled by the question, ranked based on mean score, and then grouped by means. Results of the study indicated many pre-service teachers feel a significantly strong and positive perception of their abilities to instruct culturally linguistically diverse students, a high degree of preparedness received from their program (cultural awareness of the needs of CLD students), and more confidence (self-efficacy) in instructing students from culturally and linguistically diverse backgrounds. The findings of this study are insightful for teacher preparation programs, faculty members in colleges and universities, coordinators and directors of field experience at the university level, and anyone tasked with mentoring and guiding pre-service teachers