Refining teachers’ self-efficacy and cultural responsiveness to improve Hispanic students’ educational outcomes: An action research design-based intervention model

Attempts at improving educational outcomes for Hispanic students seem to always be in conversations about improving education throughout the Nation. Hispanic students have historically underperformed when compared to White students. Although some gains have been made, such as in the Hispanic student dropout rate, there seems to be more work to narrow the gaps between Hispanic students and other student groups, especially since Hispanic students still have the highest dropout rate.

This study explored whether teachers in an urban middle school setting can improve their self-efficacy via professional development and instructional coaching on culturally responsive teaching (CRT) practices and other strategies to improve Hispanic students’ educational outcomes.

The study utilized an insider action-research model and a design-based school improvement intervention model. The action plan strengthens teachers’ self-efficacy and knowledge about working with Hispanic students through professional development, pre- and post-conferences, observations, questionnaires, and interviews.