Beyond Belief: A Phenomenological Study of the Reflective and Relational Roots of Culturally Responsive Teaching Self-Efficacy

This qualitative study examined the development of culturally responsive teaching self-efficacy (CRTSE) among seven teachers with demonstrated success serving historically marginalized racial, ethnic, and linguistic groups. Using a phenomenological approach, semi-structured interviews explored how participants’ beliefs, identities, and practices evolved through personal experiences, teacher education, professional development, and relationships with students and families. Data were analyzed with inductive and deductive coding. Findings highlight CRTSE as a dynamic construct characterized by a shift from teacher-directed to student-centered instruction, grounded in mutual respect, critical reflection, and deep valuing of students’ lived experiences. Teachers reported structural barriers to implementing culturally responsive practices yet persisted through collaboration and self-awareness. Implications emphasize the need for teacher preparation, professional learning, and consultation with school psychologists to support CRTSE through ongoing, equity-focused strategies.Impact StatementThis study explores how teachers develop culturally responsive teaching self-efficacy (CRTSE) through reflection, relationships, and persistence in the face of systemic barriers. Although centered on teacher development, the findings have direct implications for school psychology practice by identifying opportunities for interdisciplinary consultation, equity-oriented professional learning, and systems-level support that promotes culturally affirming practices in schools.