Abstract
This dissertation in practice (DIP) uses a quantitative survey research design tounderstand the impact of the teacher education program (TEP) at Nebraska Wesleyan
University (NWU) on preservice teachers’ cultural proficiency growth. This research is
important because the racial and ethnic diversity of the nation’s public school student
population places additional responsibility on teacher preparation programs to help
prepare culturally proficient teachers. The review of the research literature reflects the
positive impact teacher education programs have on improving the culturally responsive
teaching and classroom management efficacy of preservice teachers. Servant leadership
was studied as a leadership lens for the development of preservice teachers as culturally
proficient educators. The research methodology involved surveying preservice teachers in
different stages within the TEP and analyzing differences in their responses to understand
the potential influence of the TEP. Although statistical significance could not be claimed,
the findings reflect preservice teachers with more TEP experience reported higher
culturally responsive teaching efficacy than those with less TEP experience, while those
with less TEP experience reported higher culturally responsive classroom management
efficacy. The proposed solutions include embedding multiple opportunities for preservice
teachers to reflect on their culturally responsive teaching and classroom management
efficacy throughout their TEP progression and giving them more time to practice
culturally responsive teaching and classroom management strategies.
Keywords: Preservice Teachers, Culturally Proficient Leadership, Culturally
Responsive Teaching (Pedagogy), Culturally Responsive Classroom Management,
Servant Leadership