Turkish Teachers' Culturally Responsive Classroom Management Self-Efficacy: Reflections of Culturally Responsive Teaching

The goal of this paper is to adapt Culturally Responsive Classroom Management Self-Efficacy (CRCMSE) scale to Turkish and explore the level of teachers' CRCMSE and how they employ culturally responsive teaching and classroom management by utilizing a mixed method research design. Exploratory and confirmatory factor analysis were conducted in the course of the scale's adaptation. The adjusted scale was implemented to obtain descriptive data and interviews with teachers were conducted. Quantitative data were analyzed via descriptive statistics and dependent samples t test and qualitative data were subjected to descriptive analysis. Results revealed the adapted version of the scale fitted the Turkish cultural context better with two factor structure. The descriptive data suggested that teachers had high CRCMSE beliefs. However, the results obtained from the interviews indicated teachers working in low socio-economic schools tried to meet culturally diverse students' psychological and physiological needs more than their educational needs, while teachers working in high socio-economic schools were far from implementing culturally responsive teaching due to school policies, curriculum and lack of training.