Abstract
In this study, we aimed to examine the factors affecting the culturally responsive teaching competencies of academics and tested whether the personality traits and personal meaning profiles of the academics had significant effects on culturally responsive teaching self-efficacy. Data were obtained from 1,883 academics by using the Culturally Responsive Teaching Self-Efficacy Scale, Ten-Item Personality Inventory and Personal Meaning Profile Scale — Short Form. Correlation, regression and structural equation modelling analyses were run to analyse the data. We found that culturally responsive teaching self-efficacy is low. In terms of personal meaning profiles, ‘openness to experience’, ‘agreeableness’ personality traits and ‘self-transcendence’ and ‘fair treatment’ had a significant effect on culturally responsive teaching self-efficacy while ‘religion’ and ‘self-acceptance’ were found to have no effect. Based on the findings, we made various suggestions for academics to participate in training on culture-sensitive teaching pedagogy to be more sensitive to different cultures.
Get full access to this article
View all access options for this article.