Unlocking Potential: Investigating Teacher Self-Efficacy and Its Impact on Culturally Responsive RLA Instruction for ELLs

The study aimed to examine how professional development on culturally relevant and high-quality instructional practices can impact teacher self-efficacy in a Title I campus and ESL classroom setting. The achievement gap between minoritized and affluent students has a significant and negative impact on student achievement, mainly due to adults' deficit thinking and biases. To address this issue, it is necessary to focus on adult behaviors and enhance teacher self-efficacy through professional development that incorporates professional development and observations targeting instructional practices and knowledge of cultural responsiveness for high-quality teaching. The study employed classroom professional development and teacher observations to identify specific areas for the development of culturally responsive teaching practices. The integration of cultural responsiveness is a crucial component of instructional practices that seek to recognize and accommodate the diverse cultural backgrounds and experiences of students. This approach to teaching ensures that students are provided with a supportive and inclusive learning environment that respects and values their unique identities and fosters positive academic and social outcomes.