| dc.description.abstract | This explanatory quantitative survey research investigated to
what extent teachers’ general multicultural attitudes reinforces
the relation between teachers’ general teaching self-efficacy and
teachers’ attitudes toward Culturally Responsive Teaching.
Krijnen et al. (2021) constructed a questionnaire, the Cultural
Responsive Teaching Attitudes Scale, assessing three attitudes:
cultural responsive ( = .78), shared culture ( = .82), and
national culture ( = .82). A factor analysis explored the validity
of the questionnaire. Teaching self-efficacy consists of student
engagement, instructional strategies and classroom management
and was measured by Ohio State Teacher Efficacy Scale ( = .88)
(Tschannen-Moran & Hoy, 2001). Furthermore, teachers’ general
multicultural attitudes are the teachers’ views toward cultural
diversity and were measured by the Dutch Multicultural Ideology
Scale ( = .68) (Arend-Thót & Van de Vijver, 2003). A
moderation analysis was performed with the scores of primary
school teachers excluding (N = 162) and including multivariate
outliers (N = 168). The analysis (including outliers) had a
significant interaction term for culturally responsive attitude and
shared culture attitude. The analysis (excluding outliers)
presented teachers with high self-efficacy did not need positive
multicultural attitudes to have the culturally responsive attitude,
while teachers with low self-efficacy needed high multicultural
attitudes to have this attitude. | |
