The Culturally Responsive Teaching Self-Efficacy Scale (CRTSE) is a survey that assess teachers’ beliefs that engaging in culturally responsive teaching practices will have positive classroom and student outcomes. The scale is based on Bandura's (1977) research on outcome expectancies (a person's estimate that a given behavior will lead to certain outcomes), and Siwatu's (2006) research on Culturally Responsive Teaching Competencies. Survey respondents rate from 0 to 100 the probability that a certain culturally responsive teaching behavior will lead to positive classroom and student outcomes. The scale has primarily been used to support the development of preservice teachers.
Access and Use
Kamau Oginga Siwatu, firstname.lastname@example.org
Chu, S., & Garcia, S. (2014). Culturally responsive teaching efficacy beliefs of in-service special education teachers. Remedial and Special Education, 35(4), 218-232. https://doi.org/10.1177/0741932513520511
Hachfeld, A., Hahn, A., Schroeder, S., Anders, Y., & Kunter, M. (2015). Should teachers be colorblind? How multicultural and egalitarian beliefs differentially relate to aspects of teachers' professional competence for teaching in diverse classrooms. Teaching and Teacher Education, 48, 44-55. https://doi.org/10.1016/j.tate.2015.02.001
Larson, K., & Bradshaw, C. (2017). Cultural competence and social desirability among practitioners: A systematic review of the literature. Children and Youth Services Review, 76, 100-111. https://doi.org/10.1016/j.childyouth.2017.02.034
Siwatu, K. O. (2007). Preservice teachers’ culturally responsive teaching self-efficacy and outcome expectancy beliefs. Teaching and Teacher Education, 23(7), 1086–1101. https://doi.org/10.1016/j.tate.2006.07.011