Prior to entering a U.S. bilingual teacher preparation program, Mexican teachers (normalistas) were assessed regarding their ethnic identity, self-conceptualization, and teaching efficacy. The findings indicated that normalistas'ethnic identity is tied to country of origin, rather than their adopted country. Five salient conceptualization factors were identified: personality (carácter), interests, occupational activity, interpersonal style, and moral worth. The multivariate regression analysis of self-concept and teacher efficacy constructs showed that the participants'view of self, specifically character, and moral worth may affect their teacher efficacy ( p < .05). Researchers suggest that teacher preparation programs focus on the development and enhancement of normalistas' sociopolitical awareness to ensure understanding of U.S. language minority students' educational needs.
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