Culturally Proficient Preservice Teachers: A Quantitative Analysis of a Teacher Education Program’s Influence on Preservice Teachers’ Culturally Responsive Teaching and Classroom Management Efficacy
This dissertation in practice (DIP) uses a quantitative survey research design tounderstand the impact of the teacher education program (TEP) at Nebraska Wesleyan University (NWU) on preservice teachers’ cultural proficiency growth. This research is important because the racial and ethnic diversity of the nation’s public school student population places additional responsibility on teacher preparation programs to help prepare culturally proficient teachers. The review of the research literature reflects the positive impact teacher education programs have on improving the culturally responsive teaching and classroom management efficacy of preservice teachers. Servant leadership was studied as a leadership lens for the development of preservice teachers as culturally proficient educators. The research methodology involved surveying preservice teachers in different stages within the TEP and analyzing differences in their responses to understand the potential influence of the TEP. Although statistical significance could not be claimed, the findings reflect preservice teachers with more TEP experience reported higher culturally responsive teaching efficacy than those with less TEP experience, while those with less TEP experience reported higher culturally responsive classroom management efficacy. The proposed solutions include embedding multiple opportunities for preservice teachers to reflect on their culturally responsive teaching and classroom management efficacy throughout their TEP progression and giving them more time to practice culturally responsive teaching and classroom management strategies. Keywords: Preservice Teachers, Culturally Proficient Leadership, Culturally Responsive Teaching (Pedagogy), Culturally Responsive Classroom Management, Servant Leadership
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