Teacher Candidates’ Self-Efficacy During Vanishing Equity Policies

Abstract

As PK-12 classrooms diversify, concerns grow about teacher candidates’ preparedness following the removal of state equity policies. This study examines 359 teacher candidates’ culturally responsive teaching (CRT) self-efficacy in one U.S. state using the CRTSE scale. We employ a hierarchical multiple regression to assess how personal and program characteristics and prior diversity experiences predict CRT self-efficacy. Results show candidates report low self-efficacy with English learners and diverse family collaboration. Age, program year, and prior diversity experiences significantly predict self-efficacy, with diversity experiences explaining the most variance. Findings underscore the need for targeted CRT preparation amid shifting political and policy landscapes.

Keywords

equity higher education policy teaching language

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