Teacher and Student Demographics: A Quantitative Study of their Relationship to Urban Student Academic Performance

The purpose of this quantitative study was to determine if statistical significance existed between teacher gender, teacher ethnicity, and student self-reported self-efficacy. The Morgan-Jinks Self-Efficacy Scale (MJSES) survey instrument (1999) was administered to 1,487 fourth and fifth grade students across two urban school districts within New York State. Null hypotheses involving gender, ethnicity, and levels of selfefficacy guided the study. Results of the data analysis revealed statistical significance between fourth grade student’s self-efficacy level and the gender of their teacher as well as statistical significance between fourth grade student’s self-efficacy and the gender and ethnicity of their teacher. Recommendations for institutional leaders include continuing gender specific programming and assigning teachers and support staff to fourth grade classrooms that reflect the gender of the students. Policy recommendations include instituting or continuing culturally responsive education and hiring educators who have experience teaching in culturally and racially diverse classrooms