A Cross-National Examination of Teachers' Multicultural Self-Efficacy: Can Multicultural Education in Initial Teacher Education and Professional Development Make a Difference?

This article examines the relationship between teachers' multicultural self-efficacy (TMSE)—defined as teachers' beliefs in their ability to implement culturally responsive teaching—and both general teachers' self-efficacy (TSE) and multicultural education received during initial teacher education (ITE) and professional development (PD). Using multilevel modeling on data from the 2018 Teaching and Learning International Survey (TALIS), which included 65,978 lower secondary teachers across 45 countries, the study found that while TMSE is strongly correlated with TSE, it remains a distinct construct. Additionally, multicultural education in both ITE and PD is positively associated with higher TMSE, though these effects are modest. The findings suggest that incorporating multicultural education throughout teacher training phases can enhance teachers’ confidence in addressing culturally diverse classrooms, but other factors beyond TSE and formal training also contribute significantly to TMSE.