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Exploring the Relationship Between Teaching Efficacy and Cultural Efficacy of Novice Science Teachers in High‐Needs Schools
Author(s) -
Moseley Christine,
Bilica Kimberly,
Wandless Ana,
Gdovin Ralph
Publication year - 2014
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/ssm.12087
Subject(s) - context (archaeology) , self efficacy , documentation , psychology , mathematics education , pedagogy , theme (computing) , quality (philosophy) , cross cultural , medical education , sociology , medicine , social psychology , computer science , paleontology , philosophy , epistemology , anthropology , biology , programming language , operating system
This qualitative case study sought to investigate what relationship exists between teaching efficacy and cultural efficacy of novice science teachers in high‐needs, high‐minority urban schools. One major theme—the importance of establishing positive teacher–student relationships—surrounding teaching efficacy in the context of cultural efficacy emerged. The data sources included: (a) teachers' responses to a focus group interview conducted at the end of their first year, (b) written reports and documentation from university‐based field supervisors' observations during the teachers' first year, and (c) teachers' self‐reported responses on the S cience T eaching E fficacy B elief I nstrument designed to measure science teaching efficacy. Final analysis of the data reflects a strong relationship between teaching efficacy and practice within the context of culture. The results of this study also indicated an existing relationship between teaching efficacy and cultural efficacy through cultural connections with students. Encouraging the development of teacher efficacy in the context of cultural efficacy becomes important at all levels of teacher preparation, especially to ensure the retention of high‐quality science teachers in high‐needs schools.