Primary-Grade Teachers' Self-Efficacy Beliefs, Attitudes toward Teaching, and Discipline and Teaching Practice Priorities in Relation to the "Responsive Classroom" Approach

TLDR

The study examined how experience with the Responsive Classroom approach relates to teachers’ self‑efficacy, attitudes, and practice priorities. Data were gathered via questionnaires and Q‑sorts from 69 kindergarten‑through‑third‑grade teachers at six schools—three newly implementing RC and three comparison schools—in a diverse district. Teachers who used more RC practices reported higher self‑efficacy, more positive attitudes toward teaching, and priorities aligned with RC goals, and these findings were discussed in the context of changes accompanying RC implementation.

Abstract

In this study we examined the ways in which experience with a relational approach to education, the Responsive Classroom (RC) Approach, related to teachers' beliefs, attitudes, and teaching priorities. Questionnaire and Q-sort data were collected for a sample of 69 teachers in grades kindergarten through 3 at 6 schools (3 schools in their first year of RC implementation and 3 comparison schools) in a district with a diverse student body (54% ethnic minorities, 35% eligible for free or reduced-price lunch). Findings showed that teachers who reported using more RC practices reported greater self-efficacy beliefs and teaching practice priorities that were consistent with those of the RC approach. Teachers at RC schools were also more likely to report positive attitudes toward teaching as a profession and to hold disciplinary and teaching practice priorities that were aligned with the goals of the RC approach. Findings are discussed in relation to the teacher and school changes that accompanied implementation of the RC approach.