A framework for teachers’ culturally responsive teaching beliefs: Links to motivation to teach Aboriginal curriculum and relationships with Aboriginal students

Based on previous research into Aboriginal education, this paper examines a quantitative framework for culturally responsive teaching (CRT) composed of five key dimensions: Understanding Community; Curriculum Work; Reflexive Discussions; Collaborative Teaching Practices; and Learning through Cultural Mentorship. With data from 119 teachers in schools with high percentages of Aboriginal students, there was strong empirical evidence for the CRT framework. In turn, there were also significant associations between CRT factors and other teaching beliefs relevant to Aboriginal education, such as teachers’ self-efficacy for teaching Aboriginal perspectives and their relationships with Aboriginal students. Implications for CRT quantitative research and professional development are discussed. • A framework for culturally responsive teaching (CRT) beliefs was evaluated in the Australian context. • Evidence found for five components of CRT beliefs. • Positive associations between components of CRT and other teaching beliefs (e.g., relationships with students).