Teacher self-efficacy in a multicultural classroom: a comparative analysis of International Baccalaureate (IB) and non-IB teachers

ABSTRACT

There has been significant focus on multicultural education and particularly culturally responsive teaching (CRT), as classrooms experience an increasing cultural diversity. Within this broader context, this study explores International Baccalaureate (IB) teachers’ self-efficacy in a multicultural classroom. This study compares IB teachers with their counterparts in non-IB schools across eight societies. Utilizing large survey data, it was found that IB teachers are, on average, more likely than non-IB teachers to be confident in their ability to teach students from diverse cultural backgrounds. This group difference was statistically significant and was substantial in terms of effect size. Notably, the group difference was identified across all programme (or building) levels and all the eight societies. In contrast, within-group difference in IB teachers’ self-efficacy was relatively minimal. The study contributes to scholarly discussions on the role of IB school teachers in practicing and promoting CRT across various societies.

KEYWORDS:

• Self-efficacy
• teaching in a multicultural classroom
• culturally responsive teaching
• International baccalaureate (IB)
• teachers
• TALIS

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. As a pre-requisite step for LMA, we conducted a series of invariance tests for the two groups of teachers (IB vs. TALIS teachers). Results indicated the data met requirements for configural invariance, metric invariance, scalar invariance, and factor variance invariance. Details of the tests for invariance are presented in Appendix 1.

2. Specifically, Lee et al. (2012) reported that the number of IB programs implemented in each school can affect the formal leadership structure and the way of staff members’ professional interaction. Similarly, Walker et al. (2014) found that full continuum IB school (i.e. offering PYP, MYP, and the DP simultaneously) tended to exhibit different school leadership styles, compared to IB schools, offering a single program or two programs. Finally, Wright and Lee (2014b) documented certain unique school contexts of high-end international schools, offering IB programs.

Additional information

Funding

This work was funded by the Yonsei University’s Post-Doctorate Researcher Supporting Program. Project No. 2021-12-0145.

Notes on contributors

Moosung Lee

Moosung Lee is a professor at Yonsei University. His research interests include educational administration and policy with a focus on cross-national comparison.

Youngmin Mo

Youngmin Mo is an associate research fellow at the Korean Educational Development Institute. His research interests encompass educational policy and politics, equity in education, achievement gap, and educational data.