Multicultural Attitudes, Inquiry-based Science Teaching Self-Efficacy, and Culturally Responsive Science Teaching Practices of Kenyan and Zimbabwean School Teachers
Restricted (Penn State Only)
Author:
Mahachi, Susan
Graduate Program:
Curriculum and Instruction
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
June 05, 2024
Committee Members:
Kimberly Powell, Professor in Charge/Director of Graduate Studies Amy Crosson, Major Field Member Hollie Kulago, Major Field Member Ravinder Koul, Chair & Dissertation Advisor Sinfree Makoni, Outside Unit & Field Member
ABSTRACT
In recent years, the shift from teacher-centered to student-centered teaching and learning has dominated science education reform. In Sub-Saharan Africa, the shift has been measured, and teacher-centered instruction prevails in many science classrooms. Amid this transition, this study examines Kenyan and Zimbabwean teachers' attitudes, self-efficacy, and practices. The quantitative research explores how demographic factors affect teachers' multicultural attitudes, inquiry-based science teaching self-efficacy, and culturally responsive science teaching practices. In addition, the relationship between the three variables is examined.
Data (N = 500) is collected using a three-factor model survey that includes multicultural attitudes, inquiry-based teaching self-efficacy, and culturally responsive science teaching. Descriptive statistics provides an overview of the Kenyan and Zimbabwean teachers' perspectives before a deeper exploration of the demographic variance is conducted using one-way analysis of variance (ANOVA) and multivariant analysis of variance (MANOVA). Findings revealed significant variance associated with demographic factors, school level, and school type in inquiry-based science teaching self-efficacy and culturally responsive science practices. Hierarchical regression analysis was conducted to examine the relationship between the teachers' multicultural attitudes, inquiry-based science teaching self-efficacy, and culturally responsive science teaching practices. Study limitations, implications for practice, and directions for further research are discussed.
