Exploratory Factor Analysis of Cultural-Sensitive Pedagogy Questionnaire (CSPQ)
DOI:
https://doi.org/10.5281/zenodo.19325311Keywords:
Culturally Responsive Teaching, Culturally Sensitive Pedagogy, Exploratory Factor Analysis, Scale ValidationAbstract
This study developed and examined the factor structure of the Culturally Sensitive Pedagogy Questionnaire (CSPQ) for Philippine basic education teachers. A 25-item instrument was administered to 152 teachers from public and private schools. Exploratory factor analysis using principal axis factoring with oblimin rotation supported a three-factor structure accounting for 60.05% of the variance. The retained factors were cultural inclusivity in teaching, culturally responsive teaching, and cultural accommodation and awareness. Internal consistency was high for the overall scale and acceptable to high for the subscales. The findings provide initial evidence that the CSPQ has a coherent internal structure and acceptable reliability for assessing culturally sensitive pedagogy. The instrument may be useful in teacher development and in future validation studies using confirmatory factor analysis.
Downloads
References
Banks, J. A. (2006). Cultural diversity and education: Foundations, curriculum, and teaching. Pearson Education.
Banks, J. A. (2007). Educating citizens in a multicultural society (2nd ed.). Teachers College Press.
Browning, M. M. (2018). Student perceptions of teacher cultural sensitivity and its impact on student achievement [Doctoral dissertation, Gardner-Webb University]. Gardner-Webb University Digital Commons. https://digitalcommons.gardner-webb.edu/education_etd/306/
Burns, K. C., Lundgren, M., & Vecchie, R. (2020). Culturally responsive assessment in the psychology college classroom. Scholarship of Teaching and Learning in Psychology, 6(3), 177–184. https://doi.org/10.1037/stl0000220
Department of Education. (2017, June 29). DO 32, s. 2017: Gender-responsive basic education policy. https://www.deped.gov.ph/2017/06/29/do-32-s-2017-gender-responsive-basic-education-policy/
If you actually used another DepEd issuance on inclusion or cultural responsiveness, replace this with the exact document instead.
Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press.
Henson, R. K., & Roberts, J. K. (2006). Use of exploratory factor analysis in published research: Common errors and some comment on improved practice. Educational and Psychological Measurement, 66(3), 393–416. https://doi.org/10.1177/0013164405282485
Holgate, H. A. (2016). Development and initial validation of a culturally responsive classroom climate scale [Master’s thesis, Purdue University]. Purdue e-Pubs. https://docs.lib.purdue.edu/open_access_theses/855/
Howard, T. C. (2003). Culturally relevant pedagogy: Ingredients for critical teacher reflection. Theory Into Practice, 42(3), 195–202. https://doi.org/10.1207/S15430421TIP4203_5
Hsiao, Y.-J. (2015). The culturally responsive teacher preparedness scale: An exploratory study. Contemporary Issues in Education Research, 8(4), 241–250. https://doi.org/10.19030/cier.v8i4.9432
Jia, Y. P., & Nasri, N. M. (2019). A systematic review: Competence of teachers in implementation of culturally responsive pedagogy. Creative Education, 10(12), 3118–3130. https://doi.org/10.4236/ce.2019.1012236
Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. Jossey-Bass.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465
Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African American children (2nd ed.). Jossey-Bass.
Nieto, S., & Bode, P. (2008). Affirming diversity: The sociopolitical context of multicultural education (5th ed.). Pearson.
Shade, B. J., Kelly, C., & Oberg, M. (1997). Creating culturally responsive classrooms. American Psychological Association. https://doi.org/10.1037/10219-000
Steketee, A., Williams, M. T., Valencia, B. T., Printz, D. M., & Hooper, L. M. (2021). Racial and language microaggressions in the school ecology. Perspectives on Psychological Science, 16(5), 1075–1098. https://doi.org/10.1177/1745691621995740
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Allyn & Bacon.
Villegas, A. M., & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20–32. https://doi.org/10.1177/0022487102053001003
Whitaker, M. C., & Valtierra, K. M. (2018). The development of the dispositions for culturally responsive pedagogy scale. Journal for Multicultural Education, 12(1), 10–24. https://doi.org/10.1108/JME-11-2016-0060
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
