Krystal Lewis-Pratl, Yojanna Cuenca-Carlino, Tara Kaczorowski, Mark Zablocki
JAASEP 20(3) (2025) 117-135
Abstract
There have been increases in the culturally and linguistically diverse (CLD) student population over the last two decades; however, these changes have not been realized in the diversification of educators in the field. This sequential explanatory mixed methods study examined preservice special education teachers’ (N = 54) culturally responsive self-efficacy beliefs and the factors and experiences that influenced their self-efficacy through semi-structured interviews (n = 8). This study sought to extend the work of Siwatu (2011a) by administering the culturally responsive teaching self-efficacy (CRTSE) scale and modifying it to include the language of disability (Chu & Garcia, 2014). Results indicate special education preservice teachers have moderately high CRTSE for teaching CLD learners with disabilities. Differences and commonalities between high and low self-efficacy groups are discussed.
Keywords: preservice teachers, special education, culturally responsive, culturally and linguistically diverse, self-efficacy, teacher education programs, mixed methods
DOI: https://doi.org/10.64546/jaasep.592
