The Moderating Role of General Multicultural Attitudes on the Relation Between General Teaching Self-Efficacy and Attitudes Toward Culturally Responsive Teaching

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.