Turkish Teachers’ Culturally Responsive Classroom Management Self-Efficacy: Reflections of Culturally Responsive Teaching/Samoučinkovitost turskih učitelja u kulturno osjetljivom upravljanju razredom: odrazi kulturno osjetljivoga poučavanja

Abstract

Abstract
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.

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Sažetak
Cilj je ovoga rada prilagoditi skalu Samoučinkovitosti u kulturno osjetljivom upravljanju razredom (SKOUR) u turskom kontekstu i utvrditi razinu SKOUR-a turskih učitelja i načine poučavanja osjetljivoga na kulturne razlike i upravljanja razredom upotrebom istraživačke tehnike miješanih metoda. Tijekom prilagodbe skale provedene su eksplorativna i konfirmativna faktorska analiza. Adaptirana ljestvica primijenjena je s ciljem dobivanja deskriptivnih podataka, a provedeni su i intervjui s učiteljima. Kvantitativni podatci analizirani su putem podataka deskriptivne statistike i t-testa za zavisne uzorke, a kvalitativni podatci podvrgnuti su deskriptivnoj analizi. Rezultati su pokazali da je prilagođena verzija ljestvice turskom kulturnom kontekstu bolja s dvofaktorskom strukturom. Deskriptivni podatci pokazuju visoka uvjerenja učitelja o SUROKR-u. Ipak, rezultati intervjua pokazuju da su učitelji koji rade u školama s lošim socioekonomskim uvjetima pokušavali zadovoljiti psihološke, fiziološke i ostale potrebe svojih učenika u većoj mjeri nego njihove obrazovne potrebe, dok su učitelji koji rade u školama s vrlo dobrim socioekonomskim uvjetima bili daleko od poučavanja osjetljivoga na kulturne razlike zbog školske politike, kurikula i manjkavoga obrazovanja.