Culturally responsive teaching: Teachers' self efficacy and beliefs

Culturally responsive teaching (CRT) is an approach that promotes active participation and enhances the academic success of students from diverse cultural, linguistic, and socioeconomic backgrounds. In Türkiye, the Ministry of National Education emphasizes the importance of CRT competencies, such as creating democratic and inclusive learning environments that consider students' individual differences and sociocultural characteristics. Therefore, it is crucial to assess the extent to which teachers perceive their self-efficacy in implementing CRT. This study aims to evaluate teachers' self-efficacy levels in CRT, examine how these levels vary statistically based on school and teacher demographics, and explore how teachers apply CRT in classroom settings. The research was conducted using an explanatory sequential design, a mixed-methods approach. Quantitative data were collected from 591 teachers working in the Haliliye, Eyyübiye, and Karaköprü districts of Şanlıurfa using the Culturally Responsive Teaching Self-Efficacy Scale developed by Siwatu (2007) and adapted into Turkish by Soylu and Kaysılı (2021). Qualitative data were gathered through semi-structured interviews with 12 teachers. The quantitative findings reveal that teachers exhibit high self-efficacy in fostering student confidence, teaching new concepts by connecting them to daily life, and understanding students' communication styles. However, they encounter challenges in effectively communicating with linguistically diverse students, teaching about the contributions of students' cultures to science, and employing inventories for diverse learning styles. Statistically significant differences in CRT competencies were observed based on the region where teachers work, the school level, and the socioeconomic status of the schools. The qualitative findings indicate that some teachers feel confident in building strong relationships with students by respecting cultural diversity and integrating daily life into their teaching. Additionally, some teachers demonstrate sensitivity to educational inequalities by fostering sociocultural awareness and valuing cultural differences as enriching elements in the teaching process. However, teachers reported that rigid curriculum structures and socioeconomic constraints in schools significantly limit the effective implementation of CRT practices. In conclusion, a pedagogical framework that promotes cultural diversity and equity in education should be established, and cultural responsiveness should be integrated as a core element of teacher training programs. Teachers need continuous professional development opportunities to effectively manage cultural diversity in their classrooms and should receive training to help them recognize and address cultural biases.