Effects of multicultural professional development and English learner percentage on STEM teachers’ instructional quality: A path analysis of the mediating role of teacher self-efficacy in multicultural classrooms

Teacher self-efficacy in multicultural classrooms (TSMC) plays an important role in supporting effective STEM instruction, particularly in diverse classroom settings. Drawing on nationally representative U.S. data from the 2018 Teaching and Learning International Survey (TALIS), this study examined 649 lower secondary STEM teachers through path analysis to assess the direct or indirect effects of professional development in multicultural education (PD in ME), TSMC, and the percentage of English Learner (EL) students on instructional quality. Results showed that PD in ME had a significant effect on TSMC, which in turn had a positive effect on instructional clarity, classroom management, and cognitive activation. However, the percentage of EL students had no significant direct or indirect effects on TSMC or instructional quality. These findings contribute to research on culturally responsive pedagogy by underscoring the mediating role of TSMC and highlighting the need for targeted PD to support STEM teachers in multicultural classrooms.