Teacher efficacy and expectations of minority children: The mediating role of teachers’ beliefs about minority parents’ efficacy
Department
Elementary and Early Childhood Education
Additional Department
Secondary and Middle Grades Education
Document Type
Article
Publication Date
1-1-2023
Abstract
We investigated an exploratory model regarding the ways in which teachers’ beliefs about minority parents’ efficacy influenced the relationship between personal teacher efficacy (PTE) and their expectations of minority children's school success. A sample of 149 teachers completed the questionnaire that we had developed. Based on confirmatory factor analysis, we identified constructs representing the teachers’ beliefs. Data analysis using structural equation models showed that PTE directly predicted teachers’ doubts about minority children's school success. However, when teachers’ respect for minority parents’ efficacy was entered as a mediating factor, PTE positively predicted teachers’ high expectations of minority children's school success and negatively predicted teachers’ doubt about minority children's school success. Ways to develop teachers’ beliefs about minority parents’ efficacy are discussed.
Journal Title
International Journal of Educational Research
Journal ISSN
08830355
Volume
120
Digital Object Identifier (DOI)
10.1016/j.ijer.2023.102190