Date of Award

2024

Document Type

Dissertation

Degree Name

Education (Ed.D.)

Department

Administrative and Instructional Leadership

First Advisor

Anthony Annunziato

Second Advisor

Stephen Kotok

Third Advisor

Richard Bernato

Abstract

Teacher self-efficacy has been shown to impact student’s achievement. This study examined teachers’ self-efficacy beliefs as it related to their ability to implement culturally responsive teaching and reading instructional practices as part of Response to Intervention Tier 1 practices in a high-poverty school district. The belief scores of 99 elementary school teachers were examined across one high-poverty school district in the northeast. The non-experimental study used a self-efficacy survey adapted from four surveys to determine teachers’ confidence in their ability to implement culturally responsive teaching, reading instructional practice, and RtI Tier 1 practices. The researcher also examined teachers’ general beliefs about challenges and resources related to teaching students of different races, ethnicities, and cultures in a high-poverty school district. The findings showed that teachers’ beliefs in their ability to implement culturally responsive teaching practices did not differ by race/ethnicity. The study also revealed that teachers’ beliefs in their ability to implement reading instructional practice differed by years of experience but not grade level. RtI Tier 1 practices belief scores showed no difference by years of experience or grade level. Implications for future practices and research are provided as a way to strengthen systems, practices, and professional development for teachers serving Black and Brown students in a high-poverty school district are discussed.

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