Culturally Responsive Teaching (CRT) has gained significant attention across diverse school environments in justice by supporting students from culturally underrepresented groups. However, how teachers develop their agency toward inclusive practices and what influences the agency developed have been undertheorized and underexplored. This study aims to identify factors that support teachers’ initial enactment of CRT and what strengthens or weakens the positive agency developed. This study is guided by a grounded theory approach. Sixteen in-service teachers’ semi-structured interview transcripts were analyzed using the constant comparative method. Four themes emerged from each of the research questions. Theoretical and practical implications are discussed to better support in- and pre-service teachers’ growth toward becoming social justice-oriented change agents with CRT practices.

通过支持文化上代表性不足的群体的学生，文化响应式教学 (CRT) 在司法的不同学校环境中获得了极大的关注。然而，教师如何将他们的能动性发展到包容性实践以及这种能动性的影响是什么，理论和探索不足。本研究旨在确定支持教师最初实施 CRT 的因素以及加强或削弱积极机构发展的因素。本研究以扎根理论方法为指导。16 名在职教师的半结构化面试成绩单采用常数比较法进行分析。每个研究问题都有四个主题。