Exploring Science Teachers’ Self-Efficacy Perceptions to Teach in Ontario’s Diverse Classrooms: A Mixed-Methods Investigation

In the past few years, Canadian schools have experienced increasing diversity with a large number of English Language Learners (ELLs) becoming part of the mainstream classroom. Research has shown that ELLs will achieve academic success when their backgrounds are incorporated within the curriculum and pedagogy (Gay, 2000). However, our curriculum is largely Eurocentric and caters predominantly to mainstream students. As a result, it has become critical to investigate teachers’ perceptions in terms of providing inclusive pedagogy in various classroom contexts. Hence, the purpose of this study was to examine the self-efficacy perceptions of Ontario’s Science teachers to teach in diverse classrooms. Theories of self-efficacy (Bandura, 1997) and culturally responsive pedagogy (Gay, 2000) frame this research. A mixed methods approach was employed including surveys (N = 76) and interviews (n = 10) of Ontario’s K-12 Science teachers. Quantitative and qualitative data were analyzed to explore teachers’ self-efficacy perceptions overall and on general and culturally responsive pedagogical practices. Additionally, data were analyzed to explore the correlation between the teachers’ demographic characteristics including the grade-level, their linguistic background and experience and their self-efficacy perceptions. Findings revealed that teachers’ self-efficacy perceptions in providing culturally responsive pedagogy are significantly lower in comparison to providing general pedagogy. Also, demographic factors did not have any correlation with their self-efficacy perceptions. Interview data revealed that teachers face a number of challenges amidst diverse classrooms. Considering that self-efficacy perceptions influence teachers’ behaviour, this research has shed light on issues related to inclusive pedagogical practices that need to be targeted