Culturally Responsive Teaching Self-Efficacy Scale (CRTSE)

Culturally Responsive Teaching Self-Efficacy Scale (CRTSE)


The Culturally Responsive Teaching Self-Efficacy Scale (CRTSE) was developed and administered to a sample of preservice teachers in the Midwest. It was designed to elicit information from preservice teachers regarding their self-efficacy to execute specific culturally responsive teaching tasks. The Likert-type scale consists of 40 items in which participants are asked to rate how confident they are in their ability to engage in specific culturally responsive teaching practices (e.g., I am able to identify the diverse needs of my students) by indicating a degree of confidence ranging from 0 (no confidence at all) to 100 (completely confident).

The link below provides information about the instrument.

Authors provide instrument validity and/or reliability information. 



STELAR is not the author of these materials and cannot provide information on validity or permission for use. Permissions must be requested through the publisher or authors listed below.




File Attachments: 

Feedback on this instrument from projects that have used it

July 13, 2015 - 7:52pm

Q:  In what context did you use this instrument (setting, population, project name)?

Response: We administered this survey on a pre-post basis to learn how teachers' beliefs changed as a result of teaching students in a culturally relevan context.

Q: Did you run into any limitations with this instrument? (Y/N)  If yes, please explain.

Response: No.

Q: Did this provide you with relevant information to address your research questions? (Y/N)  If yes, what question did this answer?

Response: we were surprised that outcome expectancy was higher than teacher efficacy. Teachers believed strongly that they could impact student outcomes if they engaged in culturally responsive pedagogy.

Project Name: 

Visualization Basics: Using Gaming to Improve Computational Thinking (UGame-ICompute)