The impact of professional development on in-service teachers’diversity-related beliefs

This study examines the impact of a language and literacy professional development on K-8 teachers’ self-efficacy for culturally responsive teaching, cultural competence, and critical consciousness. Teachers were randomized to a treatment or delayed treatment control group, and treatment teachers participated in a yearlong, coaching-based professional development focused on culturally responsive practices in K-8 classrooms. Data analysis indicated significant impacts on participating teachers’ self-efficacy, cultural competence, and motivation for critical consciousness. Findings illustrate the potential of professional development to positively impact teachers’ beliefs related to teaching students in culturally and linguistically diverse classrooms.