The validation and exploration of the Chinese culturally responsive teaching self-efficacy scale

Abstract

Background: The rapid growth of globalization and immigration pose great challenges to many countries and governments. Language learning is one of the greatest barriers faced by both immigrants and teachers. However, Hong Kong teachers have not been adequately trained to teach ethnic minority (EM) children. Aims: This study aims to (a) develop and validate a Chinese scale of Culturally Responsive Teaching Self-efficacy (CRTSE) and (b) to examine Chinese language teachers’ judgments of their capabilities to bring about desired outcomes of student engagement and learning in Chinese in multiethnic schools.Methodology: The original 40-item CRTSE was translated, revised to accommodate the subject-specific content and the local educational context. A total of 287 teachers from kindergartens, primary and secondary schools were recruited to complete the uestionnaire. Results: Exploratory factor analysis showed that five factors accounted for 69.62% of the variability, which is consistent with the design of the scale. Overall, Hong Kong frontline teachers’ total Chinese CRTSE mean score was 65.5. The highest mean score was attained for factor 2 'Efficacy to create positive and trusting relationship' followed by factor 1 'Efficacy to Accommodate Diversity' and the lowest score was factor 5 “Efficacy towards awareness of cultural difference”.Significance: The results will provide a landscape to the government, researchers and educators on how to support teachers in teaching EM students. The Chinese CRTSE provided deeper insights on teacher’s self-efficacy and on the provision of suitable effective professional development.