Self-Efficacy in The Management of Culturally Responsive ‎Classroom ‎Among Secondary School Teachers

Abstract

The aim of the current research is to measure self-efficacy in managing a culturally responsive classroom among middle school teachers, and to determine the statistical significance of the difference in self-efficacy in managing a culturally responsive classroom according to the variable years of service (less than 5 years - more than 5 years). The current research was limited to a sample of (360) teachers in government morning schools in the center of Babylon Governorate for the academic year (2022-2023). To achieve the research objectives, the researcher used the self-efficacy scale in culturally responsive classroom management prepared by Kamau et al. (2015), which consists of (20) paragraphs. After verifying the validity and stability of the scale, it was applied to the research sample, and through the use of the statistical program (SPSS), the research reached the following results: - The presence of self-efficacy in managing a culturally responsive classroom among middle school teachers, and the presence of a statistical difference in self-efficacy in managing a culturally responsive classroom. According to the years of service and for the benefit of teachers who have 5 years of service or more. A number of recommendations and proposals have been developed in light of these findings of the current research.

Keywords

• culturally responsive classroom management
• teacher self-‎efficacy
• ‎preparatory school ‎