Date
11-13-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Sharon Michael-Chadwell
Keywords
self-efficacy, culturally relevant pedagogy, White teachers, qualitative study, teacher growth, professional development
Disciplines
Education | Educational Psychology
Recommended Citation
Gibson, Tarlon Gerard, "White Teachers’ Perceptions of Their Self-Efficacy Concerning Culturally Relevant Pedagogy: A Transcendental Phenomenological Study" (2025). Doctoral Dissertations and Projects. 7649.
https://digitalcommons.liberty.edu/doctoral/7649
Abstract
The purpose of this transcendental phenomenological study was to describe the lived experiences and perceptions concerning self-efficacy in teaching culturally relevant pedagogy for White teachers at a school district in the Northeastern United States. The theory guiding this study is Albert Bandura’s self-efficacy theory and Gloria Ladson-Billings’ culturally relevant pedagogy (CRP) framework, as it explains the relationship between teachers’ beliefs in their instructional capabilities and their ability to implement culturally responsive practices that support diverse learners. The central research question was: What are the lived experiences of White teachers regarding their self-efficacy in teaching culturally relevant pedagogy in a Pre-K–12 school district in the Northeastern United States? Fourteen White teachers with more than three years of teaching experience participated in the study. Data was collected through individual interviews, focus groups, and reflective journal entries. Thematic analysis, using the modified van Kaam method, identified recurring patterns and themes. Results revealed that teachers experienced professional and personal growth, with self-awareness, reflection, and iterative adaptation central to their transformation. Small successes, student and peer feedback, and collaborative professional development strengthened confidence and motivation. Teachers demonstrated persistence and adaptability in balancing curriculum demands with culturally responsive practices, navigating systemic challenges, and amplifying student voices. The study highlights the interplay between teacher self-efficacy and culturally relevant pedagogy, offering insights for professional development, teacher training, and fostering inclusive classroom environments.
