Teachers’ Perspectives of Inclusive Practices and Positionality in a Northeastern U.S. Region: Insights from Diversity, Equity, Inclusion, and Belonging Professional Development

Abstract

This exploratory study examined K-12 teachers’ perspectives on inclusive teaching practices and positionality following professional development (PD) focused on diversity, equity, inclusion, and belonging (DEIB) in a northeastern U.S. region. Grounded in critical race theory (CRT) and positionality theory, this research aimed to understand the effects of DEIB PD on teachers’ self-efficacy implementing inclusive teaching strategies and their positionality awareness. The study used an exploratory sequential mixed-methods design, with quantitative data collected through a demographic questionnaire, the Culturally Responsive Teaching Self-Efficacy (CRTSE) scale, and a positionality scale. These instruments assessed teachers’ self-reported competency in inclusive pedagogy and positionality awareness. A qualitative phase followed, incorporating interviews with educators who had and had not recently received DEIB PD. The findings revealed significant disparities in perceptions of inclusivity and self-awareness between these groups, emphasizing the necessity of sustained, research-based DEIB PD. Teachers who participated in DEIB PD reported increased confidence in incorporating culturally responsive practices, while those without such training highlighted a lack of institutional support and preparedness. This research contributes to the growing discourse on social justice leadership in education by reinforcing the importance of intentional DEIB PD in equipping teachers to navigate systemic inequities in schools. The study’s findings can inform best practices for DEIB PD, and include recommendations for educational leaders seeking to implement effective, equity-driven professional learning initiatives.