The relationships between teacher beliefs about diversity and opportunities for culturally and linguistically diverse students, reflectiveness, and teacher self-efficacy

2014-08-29This study applies social cognitive theory and social cultural theory to understand the relationships between teacher beliefs and teacher practices. The purpose of this study was to examine the influence of teacher beliefs about diversity, teacher beliefs about opportunities for culturally and linguistically diverse students, and reflectiveness on teacher self-efficacy. Using on-line survey response data, multiple regression techniques were tested on a sample of teachers teaching culturally and linguistically diverse students in any grade level and any subject area. Findings from this study indicate that reflectiveness can be used as an important variable to understand teacher self-efficacy and teacher beliefs about opportunities for culturally and linguistically diverse students. In addition, the study suggests that teacher beliefs about diversity can be used to understand teacher beliefs about opportunities for culturally and linguistically diverse students. This study highlights the continued need for reflectiveness to be an important element of professional development and support systems for teachers of culturally and linguistically diverse students