Examining the Intersection of Cultural Competence and Classroom Management Self-Efficacy in Northwest Arkansas K-6 Teachers

Abstract

This study aims to examine the relationship between Northwest Arkansas K-6 teachers’ cultural competence and classroom management self-efficacy. Multiple linear regression will be the quantitative approach used for analyzing K-6 teachers’ self-reported data. Valid and reliable instruments will be used to measure the concepts as operationalized for this study. Cultural competence will be measured using the “Multicultural Teaching Competency Scale” and classroom management self-efficacy will be measured using the “Teachers’ Sense of Efficacy Scale.” Demographic information will be collected to control for two variables: a teacher’s years of experience in teaching and race/ethnicity. Descriptive statistics and inferential statistics will be used to analyze the samples’ data. Descriptive statistics will provide a summarized context of the participants’ data. Inferential statistics will be analyzed to determine the strength of the relationships between the variables. A statistically significant relationship would indicate that the relationship between variables in the sample may exist in the population. Research suggests that the determining factor in student achievement in schools is teacher quality. This study will provide additional empirical data on factors influencing teacher quality by examining the relationship between cultural competency and classroom management self-efficacy. Findings from this study will contribute to the body of research focused on addressing the increasing demands in public schools influenced by the shifting demographics of students they serve.

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