Abstract
This study explored the culturally responsive teaching (CRT) efficacy of teachers in inclusive preschools in Taiwan and the effects of factors related to the teachers' personal backgrounds, professional backgrounds, teaching environments, and workplace tasks on their implementation of CRT practices. A self-developed, reliable, and valid questionnaire was distributed electronically to public and nonprofit preschools in cities in northern Taiwan, and 128 questionnaire responses were analysed. The results indicated that inclusive preschool teachers are confident in the abilities of themselves and their colleagues to implement CRT practices. For CRT self-efficacy (CRTTE), the highest and lowest average scores of the teachers were in the classroom management and cultural enrichment domains, respectively. For CRT collective efficacy (CRTCTE), the highest and lower average scores of the teachers were in the domains of teaching assistance and teaching assignment, respectively. We identified a moderately strong relationship between CRTTE and CRTCTE. The quality of workshops and type and location of the preschool were significant predictors.