Teacher autonomy for improving teacher self-efficacy in multicultural classrooms: A cross-national study of professional development in multicultural education

The modern classroom is becoming increasingly diverse, with many countries seeking to develop teacher self-efficacy in multicultural classrooms (TSMC) to effectively teach diverse students by offering professional development in multicultural education (PDME). Using the Teaching and Learning International Survey 2018, we examine whether the teachers’ experience in PDME improves TSMC, as well as whether TSMC mediates the relationship between PDME and teachers’ perceptions of school climate in secondary schools in the United States and South Korea. We find a significant positive relationship between PDME and TSMC and that TSMC plays a mediating role between PDME and school climate. The findings suggest that PDME not only plays a key role in enhancing TSMC but also promotes a positive school climate.

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Cross-National Study on Relations between Motivation for Science Courses, Pedagogy Courses and General Self-Efficacy

Eurasia Journal of Mathematics Science and Technology Education ◽

10.12973/ejmste/76970 ◽

2017 ◽

Vol 13 (10) ◽

Cited By ~ 4

Author(s):

Andrej Šorgo ◽

Vincentas Lamanauskas ◽

Slavica Šimić Šašić ◽

Zehra N. Ersozlu ◽

Iztok Tomažič ◽

...

Keyword(s):

Self Efficacy ◽

National Study ◽

Science Courses ◽

Cross National Study ◽

General Self Efficacy ◽

Cross National

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The Structure of Children's Perceived Self-Efficacy: A Cross-National Study

European Journal of Psychological Assessment ◽

10.1027//1015-5759.17.2.87 ◽

2001 ◽

Vol 17 (2) ◽

pp. 87-97 ◽

Cited By ~ 92

Author(s):

Concetta Pastorelli ◽

Gian Vittorio Caprara ◽

Claudio Barbaranelli ◽

Jarek Rola ◽

Sandor Rozsa ◽

...

Keyword(s):

Factor Structure ◽

Self Efficacy ◽

Peer Pressure ◽

National Study ◽

Academic Efficacy ◽

Sense Of Efficacy ◽

National Differences ◽

Italian Children ◽

Cross National Study ◽

Cross National

Summary: The present study investigated the replicability of the factor structure of the Children's Perceived Self-Efficacy scales (CPSE; Bandura, 1990 ) in Italy, Hungary, and Poland. The findings of this cross-national study support the generalizability of the factor structure of children's social and academic efficacy. Perceived efficacy to resist peer pressure to engage transgressive conduct had a somewhat different factor structure for Hungarian children. Gender and national differences in the pattern of efficacy beliefs underscore the value of treating perceived self-efficacy as a multifaceted attribute. There were no overall gender differences in perceived social efficacy, but girls in all three societies have a higher sense of efficacy for academic activities and to resist peer pressure for transgressive activities. Italian children judge themselves more academically efficacious than do Hungarian children and more socially efficacious than their counterparts in both of the other two countries. An analysis of the facets of academic efficacy revealed that Hungarian children have a high sense of efficacy to master academic subjects but a lower efficacy than their Italian and Polish counterparts to take charge of their own learning. Polish children surpassed their counterparts in academic self-regulatory efficacy.

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