Date of Award
4-2025
Document Type
Dissertation
Selected Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Degree Name
Doctor of Education (Ed.D.) in Educational Leadership for Diverse Learning Communities
Department
Education
School
School of Education and Human Services
Abstract
The evolving education landscape calls for teachers to adapt their instruction to reflect students’ backgrounds and cultures. educators are expected to foster inclusive learning environments while equipping students with the critical thinking skills necessary to challenge social injustices – a practice known as culturally responsive teaching (CRT). While scholars have explored teachers’ self-efficacy in implementing CRT, limited research exists on how special education teachers, particularly those working with students with Autism Spectrum Disorder (ASD), perceive their CRT self-efficacy (CRTSE) and professional preparation. This sequential mixed methods study examined the CRTSE levels of special education teachers working with students with autism. The study employed a quantitative survey to assess teachers’ demographic backgrounds and selfreflections on 40 CRT-based behaviors. A total of 30 participants completed the survey. In the qualitative phase, semi-structured interviews with five participants provided deeper perspectives into the factors influencing teachers’ CRTSE. Quantitative findings indicated that participants exhibited moderate levels of CRTSE. However, race, years of experience, and satisfaction with professional development did not show significant effects on CRTSE within this sample. The qualitative analysis identified four themes: (a) teacher identity and self-efficacy in culturally responsive teaching, (b) support and collaboration for CRT, (c) challenges and barriers to implementing CRT, and (d) CRT classroom practices and student engagement. While some qualitative findings contradicted the quantitative results, an integrative analysis reaffirmed the conclusion that teachers generally held moderate CRT self-efficacy, and that neither race nor years of experience were determining factors. However, interview data suggested that participation in CRT-focused professional development positively influenced teachers’ self-efficacy. This study is limited by its small sample size, potentially obscuring significant relationships between CRSTE and other variables. Future research should replicate this study with a larger and more diverse sample to explore these dynamics further.
Related Pillar(s)
Study
Recommended Citation
Capriola, Jamie Margaret, "Empowering Educators: Culturally Responsive Teaching and Teacher Self-Efficacy for Students with Autism Spectrum Disorder" (2025). Theses & Dissertations. 232.
https://digitalcommons.molloy.edu/etd/232
