Date of Award
Doctor of Education
Degree of Doctor of Education
Counseling, Foundations & Leadership
This study explored the phenomenon of culturally responsive pedagogy to address the problem of limited data to inform best practices in facilitating high teacher self-efficacy with culturally responsive teaching practices. Using a qualitative exploratory case study design with an initial quantitative component, the perceptions of content-area middle school general education teachers regarding culturally responsive pedagogy in their classroom teaching practices were assessed and considered in respect to their reported perceptions of self-efficacy with culturally responsive teaching. The study’s quantitative component used the Teacher Self-Efficacy on Culturally Responsive Pedagogy Scale to assess the perceived self-efficacy with culturally responsive teaching of 150 content-area teachers from three southeastern Georgia middle schools. Scores were distributed across Quartiles 1, 2, 3, and 4 to facilitate the selection of eight teachers to participate in the case study component, consisting of a structured interview, card sorting, and artifact review. Data analysis for the qualitative component followed the interpretive thematic analysis procedure to review, summarize, and compare the case study findings to the existing literature to provide further insight into the relationships of effective implementation of culturally responsive practices, teacher perceived self-efficacy with culturally responsive practices, and administrative support for culturally responsive practices.
Johnson - Mapp, Glenda, "Culturally Responsive Pedagogy: A Case Study in Georgia" (2022). Theses and Dissertations. 472.