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

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