A Correlational Study on the Relationship between Pupil Control Ideology, Color-blind Racial Attitudes, and Teacher Efficacy among Urban Teachers
School of Behavioral Sciences
Doctor of Education in Community Care and Counseling (EdD)
Teacher Efficacy, Pupil Control Ideology, Color-blindness
Counseling | Education | Social and Behavioral Sciences
Parker-Hart, Kyria, "A Correlational Study on the Relationship between Pupil Control Ideology, Color-blind Racial Attitudes, and Teacher Efficacy among Urban Teachers" (2019). Doctoral Dissertations and Projects. 2158.
Teacher efficacy describes teachers’ beliefs in their ability to impact student achievement, regardless of external factors. The present study’s purpose was to determine factors that influence teacher efficacy such as color-blindness and pupil control ideology. The goals were to determine the following: If there was a relationship between color-blind beliefs and teacher efficacy, do color-blind racial attitudes moderate the relationship between pupil control ideology and teachers’ sense of efficacy, and can beliefs about student behavior and color-blindness predict levels of teacher efficacy? The Teachers’ Sense of Efficacy Scale, Pupil Control Ideology Scale, and the Color-Blind Racial Attitudes Scale were used to answer the research questions. Study participants were 150 teachers from urban school districts in Texas. Multiple regression analysis was used to determine the relationship between teachers’ sense of efficacy, pupil control ideology, and color-blind beliefs among urban schoolteachers. The quantitative results show that color-blindness is correlated to teacher efficacy and that pupil control ideology and color-blindness have some influence on teacher efficacy. The results also show that color-blindness does not moderate the relationship between teacher efficacy and pupil control ideology. The limitations of this study and recommendations for future research and training were provided.