Teachers’ Years of Experience, Race/Ethnicity, and Gender as Predictors of Their Culturally Responsive Classroom Management Self-Efficacy Beliefs: A Correlational Study

The purpose of this quantitative, predictive correlational study is to determine how accurately teachers\u27 culturally responsive classroom management self-efficacy beliefs can be predicted from a linear combination of teachers’ years of experience, race/ethnicity, and gender. The problem related to the proposed quantitative study is that discipline disparities exist in the school milieu, whereby the root cause could be teacher-related variables such as years of experience, race/ethnicity, and gender. The current study used a convenience sample of 103 teachers from social media teacher groups. Critical race theory and Bandura’s (1977) self-efficacy theory provide a theoretical lens from which teachers’ efficacy in providing culturally responsive teaching practices for their students can be examined. The null hypothesis states that there will be no significant predictive relationship between the criterion variable and the linear combination of the predictor variables. The Culturally Responsive Classroom Management Self-Efficacy (CRCMSE) Scale and a demographic questionnaire were utilized for data collection. A multiple linear regression analysis revealed that the variables collectively predicted teachers’ CRCMSE, F (3, 99) = 3.235, p = .026, adj. R² = .062. A Pearson Correlations matrix indicated that teachers’ years of experience is the best predictor variable of the criterion variable, teachers’ CRCMSE scores, r (101) = -.277, p \u3c .001. Race and gender were not found to be significantly related to teachers’ CRCMSE scores. Results, limitations, findings, and implications for further research are discussed