Culturally responsive self-efficacy and self-perceptions of native English speaker teachers (NEST) and non-native English speaker teachers (NNEST)

This study investigates the culturally responsive self-efficacy and self-perceptions of Native English Speaker Teachers (NESTs) and Non-native English Speaker Teachers (NNESTs) in K-12 schools in Newfoundland and Labrador, Canada. The study aims to compare the culturally responsive teaching self-efficacy beliefs and self-perceptions between these two groups of teachers within linguistically and culturally diverse classrooms. A qualitative research design was employed, utilizing semi-structured interviews and non-participant classroom observations to collect data. Eight ESL teachers were interviewed, and two were observed to gain insights into their teaching strategies, interactions with students, and classroom management techniques. The study's thematic analysis reveals that both NESTs and NNESTs demonstrate a commitment to fostering inclusive classrooms. However, they differ in their levels of self-efficacy and self-perception, influenced by their linguistic backgrounds, professional training, and experiences. Key findings reveal variances in self-efficacy and self-perception between NESTs and NNESTs, shaped by linguistic backgrounds, training, and experiences. Interactions with diverse students bolstered self-efficacy, while gaps in training and institutional support hindered the implementation of culturally responsive practices. The study underscores the need for inclusive, fair, and culturally responsive environments in education, emphasizing the importance of training and hiring practices that reflect student diversities. It advocates for an educational setting that mirrors the multicultural and multilingual realities of students, urging stakeholders to recognize the unique challenges and strengths of both NESTs and NNESTs in fostering a globally representative educational landscape.