scholarly journals Enhancing Teacher Self-Efficacy in Multicultural Classrooms and School Climate: The Role of Professional Development in Multicultural Education in the United States and South Korea

AERA Open ◽  
2020 ◽  
Vol 6 (4) ◽  
pp. 233285842097357 ◽  
Author(s):  
Soobin Choi ◽  
Se Woong Lee
Keyword(s):  
Professional Development ◽  
United States ◽  
School Climate ◽  
South Korea ◽  
Multicultural Education ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
The United States ◽  
Multicultural Classrooms ◽  
Teacher Self Efficacy

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.

scholarly journals Kernel Causality Among Teacher Self-Efficacy, Job Satisfaction, School Climate, and Workplace Well-Being and Stress in TALIS

2021 ◽  
Vol 12 ◽  
Author(s):  
Xue Zhang ◽  
Chunyang Zhao ◽  
Yuqiao Xu ◽  
Shanhuai Liu ◽  
Zhihui Wu
Keyword(s):  
Job Satisfaction ◽  
School Climate ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Well Being ◽  
Individual Characteristics ◽  
Response Style ◽  
Extreme Response Style ◽  
Extreme Response ◽  
Teacher Self Efficacy

Teachers play an important role in the educational system. Teacher self-efficacy, job satisfaction, school climate, and workplace well-being and stress are four individual characteristics shown to be associated with tendency to turnover. In this article, data from the Teaching and Learning International Survey (TALIS) 2018 teacher questionnaire are analyzed, with the goal to understand the interplay amongst these four individual characteristics. The main purposes of this study are to (1) measure extreme response style for each scale using unidimensional nominal response models, and (2) investigate the kernel causal paths among teacher self-efficacy, job satisfaction, school climate, and workplace well-being and stress in the TALIS-PISA linked countries/economies. Our findings support the existence of extreme response style, the rational non-normal distribution assumption of latent traits, and the feasibility of kernel causal inference in the educational sector. Results of the present study inform the development of future correlational research and policy making in education.

Multicultural Education: Lessons from Teaching and Learning in the U.S. and Abroad

2012 ◽  
Vol 7 (1) ◽  
Author(s):  
Xaé Alicia Reyes
Keyword(s):  
United States ◽  
Multicultural Education ◽  
Teaching And Learning ◽  
The United States ◽  
Institutions Of Higher Education ◽  
Political Dynamics ◽  
Challenges And Opportunities ◽  
Learning Issues ◽  
Reflective Essay ◽  
The U.S

This article is a reflective essay that examines the experiences of a Multicultural Educator from a non-mainstream perspective. The author, of Latino descent, has attended schools in Puerto Rico and in the United States, and has taught at universities in both. Experiences teaching and learning within and outside of the United States are compared and contrasted. The challenges and opportunities to enrich worldviews and perspectives of students and colleagues are discussed in terms of how these experiences have shaped her teaching and learning. Issues confronted through different structural, cultural, and political dynamics at institutions of higher education are addressed.

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