Multicultural Teacher Competencies Scale for Primary Teachers: Development and Implementation Study *
Keywords:
Multiculturalism, Multicultural education, Multicultural teacher competencies, Scale development
Abstract
In this survey study, it is aimed to develop a valid and reliable scale that can measure multicultural teacher competencies of primary teachers and to examine their multicultural teacher competencies. Three different participant groups were determined by convenience sampling technique. With 336 primary teachers exploratory factor analysis (EFA), with 349 primary teachers confirmatory factor analysis (CFA) was conducted. Then, multicultural teacher competencies of 419 primary teachers in the third group were determined with the scale developed. Data collected through Google forms was analyzed with SPSS 24.0. EFA, CFA, correlation, t-test, Mann Whitney U and Kruskal Wallis tests were carried out in the analysis. As a result of the analysis, consisting of 22 items and three factors; both the overall reliability coefficient, confirmed by CFA, was .94, explaining 62.10% of the total variance and the reliability coefficient values for each factor were calculated as .93 for the first factor, .85 for the second factor and .86 for the third factor. In addition, it was determined that teachers had the most self-efficacy regarding the resilience sub-dimension, followed by their sensitivity to differences and multicultural pedagogical competencies. Multicultural teacher competencies differed significantly in favor of women. There is a significant difference in sensitivity to differences in favor of younger teachers. In the sub-dimension of resilience, it was determined that teachers who work in larger cities had more resilience while there was no significant difference in the context of professional experience.
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References
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Akçaoğlu, M. Ö. and Arsal, Z. (2018). Çokkültürlü yeterlik ölçeğinin Türkçe’ye uyarlanması: geçerlik ve güvenirlik çalışması. Kastamonu Eğitim Dergisi, 26(1), 261-270.
Anders, T., Martin, C. and Yarbrough, D. (1990). Social diversity survey (SDS): Research edition. Cumming, GA: Office of Disability Services.
Andrea, M. D., Daniels, J. and Heck, R. (1991). Evaluating the impact of multicultural counseling training. Journal of Counseling and Development: JCD, 70(1), 143.
Aslan, S. (2019). How is multicultural education perceived in elementary schools in Turkey? A case study. European Journal of Educational Research, 8(1), 233–247. https://doi.org/10.12973/eu-jer.8.1.233
Ayaz, M. F. (2016). Çokkültürlülük algı ölçeği: Geçerlik ve güvenirlik çalışması. Elektronik Sosyal Bilimler Dergisi, 15(57), 463 – 471.
Babayiğit, B. (2022). Çokkültürlü Eğitime Dayalı Öğretim İlke ve Yöntemleri Dersinin Çokkültürlü Öğretmen Yeterliklerine, Evrensellik-Farklılık Yönelimine ve Mesleğe Yönelik Tutuma Etkisi. (Unpublished doctoral thesis). Eskişehir: Anadolu Üniversitesi.
Banks, J. A. 2006. “Multicultural education and curriculum transformation”. Curriculum planning. Editörler: Parkay, F. W., Anctil, E. J., Hass, G. USA: Pearson Inc.
Banks, J. A., & Banks, C. A. M. (Eds.). (2010). Multicultural Education: Issues and Perspectives (Seventh Ed). John Wiley & Sons.
Başbay, A. ve Kağnıcı, D. Y. (2011). Çokkültürlü Yeterlik Algıları Ölçeği: Bir Ölçek Geliştirme Çalışması (Perceptions of Multicultural Competence Scale: A Scale Development Study). Eğitim ve Bilim, 36(161), 121-199.
Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88(3), 588–606. https://doi.org/10.1037/0033-2909.88.3.588
Bohn, A. P., & Sleeter, C. E. (2000). Multicultural education and the standards movement: A report from the field. Phi Delta Kappan, 82(2), 156–159. https://doi.org/10.1177/003172170008200214
Bulut, C., & Başbay, A. (2014). Determination Of Teachers’ Multicultural Competence Perceptions. K. Ü. Kastamonu Eğitim Dergisi, 23(3), 957–978.
Büyükköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Yayıncılık
Büyükşahin Çevik, G., Güzel Yüce, S., Yavuz, G. (2016). Öğretmen adayları için çok kültürlü eğitime duyarlılık ölçeği: bir geçerlik ve güvenirlik çalışması. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 25(3), 103-116.
Cırık, İ. (2008). Çok Kültürlü Eğitim ve Yansımaları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34, 27–40.
Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Pegem Akademi.
Damgacı, F., Aydın, H. (2013). Akademisyenlerin çokkültürlü eğitime ilişkin tutumları. Elektronik Sosyal Bilimler Dergisi, 12(45), 325-341.
Demir, S. (2012). Çok Kültürlü Eği̇ti̇mi̇n Erci̇yes Üni̇versi̇tesi̇ Öğreti̇m Elemanları içi̇n Önem Derecesi̇. Turkish Studies, 7(4), 1453–1475.
DeVellis, R. F. (2017). Scale development theory and applications (Fourth Edition). Sage Publications, Inc.
Duun, R. (1997). The goals and track record of multicultural education. Educational Leadership, 54(7), 74–77. http://www.ascd.org/publications/educational-leadership/apr97/vol54/num07/The-Goals-and-Track-Record-of-Multicultural-Education.aspx
Esen, H. (2009). An Analysis of Public Primary School Teachers’ Dealing With Difference in the Absence of a Multicultural Education Policy in Turkey. (Unpublished master’s thesis). İstanbul: Boğaziçi Üniversitesi.
Gay, G. (1994). A synthesis of scholarship in multicultural education: Urban Education Monograph Series: http://education.washington.edu/areas/ci/profiles/documents/gay_synth_schol_multicultural.pdf
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116. https://doi.org/10.1177/0022487102053002003
Gorski, P. C. (2006). Complicity with conservatism: the de‐politicizing of multicultural and intercultural education. Intercultural Education, 17(2), 163–177. https://doi.org/10.1080/14675980600693830
Guyton, E. M. and Wesche, M. V. (2005). The multicultural efficacy scale: Development, item selection, and reliability. Multicultural Perspectives, 7(4), 21-29.
Hohensee, J. B., & Derman-Sparks, L. (1992). Implementing an anti-bias curriculum in early childhood classrooms. ERIC Digest, 1–6. https://doi.org/10.1007/s10643-011-0458-9
Jöreskog, K. G., & Sörbom, D. (1993). Lisrel 8: Structural equation modelling with the SIMPLIS command language. Scientific Software International, Inc.
Karasar, N. (2008). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.
Keengwe, J. (2010). Fostering Cross Cultural Competence in Preservice Teachers Through Multicultural Education Experiences. Early Childhood Education Journal, 38(3), 197–204. https://doi.org/10.1007/s10643-010-0401-5
Kline, R. B. (2016). Principles and practice of structural equation modeling (Fourth Edition). The Guilford Press.
Lee, C., Slaughter-Defoe, D. T. 1995. Historical and socio-cultural influences on African American education. Handbook of Research on Multicultural Education. Editörler: Banks J. A., Banks, C. A. M. New York: Macmillan.
Marshall, P. L. (1992). Toward a Theoretical Framework for the Design of Multicultural Education in Teacher Education Programs. The Meeting Of The National Council For The Social Studies, Detroit, MI.
Munroe, A. and Pearson, C. (2006). The Munroe multicultural attitude scale questionnaire: A new instrument for multicultural studies. Educatioanal and Psychological Measurement, 66, 819 – 834.
Nieto, S. 1995. “A history of the education of Puerto Rican students in U.S. mainland schools: “Losers”, “outsiders”, or “leaders”?”. Handbook of Research on Multicultural Education. Eds. Banks J. A., Banks C. A. M. New York: Macmillan.
Polat, S. (2012). Okul Müdürlerinin Çok Kültürlülüğe İlişkin Tutumları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 42, 334-343.
Ponterotito, J. G., Baluch, S., Greig, T. and Rivera, L. (1998). Development and initial score validation of the teacher multicultural altitude survey. Educational and Psychological Measurement, 58(6), 1002-1016.
Pope, R. L. and Mueller, J. A. (2000). Development and initial validation of the multicultural competence in student affairs--preliminary 2 scale. Journal of College Student Development, 41(6), 599.
Reiff, J. C. and Cannella, G. S. (1992). Multicultural Beliefs and Conceptual Level of Early Childhood Preservice Teachers. The Annual Meeting of the Association of Teacher Educators, Orlando, FL.
Sarıçam, H. (2014, Mayıs). Öğretmen adaylarının çokkültürlü kişilik düzeyleri ile çokkültürlü eğitime yönelik tutumlarının incelenmesi. 4th International Symposium of Policies ans Issues on Teacher Education ISPITE2014, Hacettepe Üniversitesi, Ankara.
Spiecker, B., & Steutel, J. (2001). Multiculturalism, pillarization and liberal civic education in the Netherlands. International Journal of Educational Research, 35(3), 293–304. https://doi.org/10.1016/S0883-0355(01)00025-8
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (Fifth Edition). Pearson.
Toraman, Ç., Acar, F. ve Aydın, H. (2015). Primary school teachers’ attitudes and knowledge levels on democracy and multicultural education: A scale development study. Revista de Cercetare si Interventie Sociala, 49, 41-58.
Van Der Zee, K.I. and Van Oudenhoven, J. P. (2001). The Multicultural Personality Questionnaire: Reliability and Validity of Self and Other Ratings of Multicultural Effectiveness. Journal of Research in Personality, 35, 278-288.
Wang, J., & Wang, X. (2012). Structural Equation Modeling: Applications using Mplus. Chichester: John Wiley & Sons. http://dx.doi.org/10.1002/9781118356258
Weinstein, C. S., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a conception of culturally responsive classroom management. Journal of Teacher Education, 55(1), 25–38. https://doi.org/10.1177/0022487103259812
Yazıcı, S., Başol, G. and Toprak, G. (2009). Öğretmenlerin çokkültürlü eğitim tutumları: bir güvenirlik ve geçerlik çalışması, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 37, 229-242.
Yavuz, G. and Anıl, D. (2010). Öğretmen adayları için çok kültürlü eğitime yönelik tutum ölçeği: güvenirlik ve geçerlik çalışması. International Conference on New Trends in Education and Their Implications, 11-13 November, 2010. Antalya, Türkiye.
Yıldırım, S. and Tezci, E. (2017). Öğretmenlerin çokkültürlü eğitime yönelik kavramsal bilgileri, bilgi düzeyleri ve sınıf içi uygulamaları: Bir ölçek geliştirme. International Periodical for the Languages, Literature and History of Turkish or Turkic, 12(18), 719 – 736.
Yılmaz, V. and Çelik, H. E. (2009). Lisrel ile yapısal eşitlik modellemesi-1. Ankara: Pegem Yayıncılık.
Acar-Ciftci, Y. (2016). Critical multicultural education competencies scale: A scale development study. Journal of Education and Learning, 5(3). 51-63.
Akçaoğlu, M. Ö. and Arsal, Z. (2018). Çokkültürlü yeterlik ölçeğinin Türkçe’ye uyarlanması: geçerlik ve güvenirlik çalışması. Kastamonu Eğitim Dergisi, 26(1), 261-270.
Anders, T., Martin, C. and Yarbrough, D. (1990). Social diversity survey (SDS): Research edition. Cumming, GA: Office of Disability Services.
Andrea, M. D., Daniels, J. and Heck, R. (1991). Evaluating the impact of multicultural counseling training. Journal of Counseling and Development: JCD, 70(1), 143.
Aslan, S. (2019). How is multicultural education perceived in elementary schools in Turkey? A case study. European Journal of Educational Research, 8(1), 233–247. https://doi.org/10.12973/eu-jer.8.1.233
Ayaz, M. F. (2016). Çokkültürlülük algı ölçeği: Geçerlik ve güvenirlik çalışması. Elektronik Sosyal Bilimler Dergisi, 15(57), 463 – 471.
Babayiğit, B. (2022). Çokkültürlü Eğitime Dayalı Öğretim İlke ve Yöntemleri Dersinin Çokkültürlü Öğretmen Yeterliklerine, Evrensellik-Farklılık Yönelimine ve Mesleğe Yönelik Tutuma Etkisi. (Unpublished doctoral thesis). Eskişehir: Anadolu Üniversitesi.
Banks, J. A. 2006. “Multicultural education and curriculum transformation”. Curriculum planning. Editörler: Parkay, F. W., Anctil, E. J., Hass, G. USA: Pearson Inc.
Banks, J. A., & Banks, C. A. M. (Eds.). (2010). Multicultural Education: Issues and Perspectives (Seventh Ed). John Wiley & Sons.
Başbay, A. ve Kağnıcı, D. Y. (2011). Çokkültürlü Yeterlik Algıları Ölçeği: Bir Ölçek Geliştirme Çalışması (Perceptions of Multicultural Competence Scale: A Scale Development Study). Eğitim ve Bilim, 36(161), 121-199.
Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88(3), 588–606. https://doi.org/10.1037/0033-2909.88.3.588
Bohn, A. P., & Sleeter, C. E. (2000). Multicultural education and the standards movement: A report from the field. Phi Delta Kappan, 82(2), 156–159. https://doi.org/10.1177/003172170008200214
Bulut, C., & Başbay, A. (2014). Determination Of Teachers’ Multicultural Competence Perceptions. K. Ü. Kastamonu Eğitim Dergisi, 23(3), 957–978.
Büyükköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Yayıncılık
Büyükşahin Çevik, G., Güzel Yüce, S., Yavuz, G. (2016). Öğretmen adayları için çok kültürlü eğitime duyarlılık ölçeği: bir geçerlik ve güvenirlik çalışması. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 25(3), 103-116.
Cırık, İ. (2008). Çok Kültürlü Eğitim ve Yansımaları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34, 27–40.
Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Pegem Akademi.
Damgacı, F., Aydın, H. (2013). Akademisyenlerin çokkültürlü eğitime ilişkin tutumları. Elektronik Sosyal Bilimler Dergisi, 12(45), 325-341.
Demir, S. (2012). Çok Kültürlü Eği̇ti̇mi̇n Erci̇yes Üni̇versi̇tesi̇ Öğreti̇m Elemanları içi̇n Önem Derecesi̇. Turkish Studies, 7(4), 1453–1475.
DeVellis, R. F. (2017). Scale development theory and applications (Fourth Edition). Sage Publications, Inc.
Duun, R. (1997). The goals and track record of multicultural education. Educational Leadership, 54(7), 74–77. http://www.ascd.org/publications/educational-leadership/apr97/vol54/num07/The-Goals-and-Track-Record-of-Multicultural-Education.aspx
Esen, H. (2009). An Analysis of Public Primary School Teachers’ Dealing With Difference in the Absence of a Multicultural Education Policy in Turkey. (Unpublished master’s thesis). İstanbul: Boğaziçi Üniversitesi.
Gay, G. (1994). A synthesis of scholarship in multicultural education: Urban Education Monograph Series: http://education.washington.edu/areas/ci/profiles/documents/gay_synth_schol_multicultural.pdf
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116. https://doi.org/10.1177/0022487102053002003
Gorski, P. C. (2006). Complicity with conservatism: the de‐politicizing of multicultural and intercultural education. Intercultural Education, 17(2), 163–177. https://doi.org/10.1080/14675980600693830
Guyton, E. M. and Wesche, M. V. (2005). The multicultural efficacy scale: Development, item selection, and reliability. Multicultural Perspectives, 7(4), 21-29.
Hohensee, J. B., & Derman-Sparks, L. (1992). Implementing an anti-bias curriculum in early childhood classrooms. ERIC Digest, 1–6. https://doi.org/10.1007/s10643-011-0458-9
Jöreskog, K. G., & Sörbom, D. (1993). Lisrel 8: Structural equation modelling with the SIMPLIS command language. Scientific Software International, Inc.
Karasar, N. (2008). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.
Keengwe, J. (2010). Fostering Cross Cultural Competence in Preservice Teachers Through Multicultural Education Experiences. Early Childhood Education Journal, 38(3), 197–204. https://doi.org/10.1007/s10643-010-0401-5
Kline, R. B. (2016). Principles and practice of structural equation modeling (Fourth Edition). The Guilford Press.
Lee, C., Slaughter-Defoe, D. T. 1995. Historical and socio-cultural influences on African American education. Handbook of Research on Multicultural Education. Editörler: Banks J. A., Banks, C. A. M. New York: Macmillan.
Marshall, P. L. (1992). Toward a Theoretical Framework for the Design of Multicultural Education in Teacher Education Programs. The Meeting Of The National Council For The Social Studies, Detroit, MI.
Munroe, A. and Pearson, C. (2006). The Munroe multicultural attitude scale questionnaire: A new instrument for multicultural studies. Educatioanal and Psychological Measurement, 66, 819 – 834.
Nieto, S. 1995. “A history of the education of Puerto Rican students in U.S. mainland schools: “Losers”, “outsiders”, or “leaders”?”. Handbook of Research on Multicultural Education. Eds. Banks J. A., Banks C. A. M. New York: Macmillan.
Polat, S. (2012). Okul Müdürlerinin Çok Kültürlülüğe İlişkin Tutumları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 42, 334-343.
Ponterotito, J. G., Baluch, S., Greig, T. and Rivera, L. (1998). Development and initial score validation of the teacher multicultural altitude survey. Educational and Psychological Measurement, 58(6), 1002-1016.
Pope, R. L. and Mueller, J. A. (2000). Development and initial validation of the multicultural competence in student affairs--preliminary 2 scale. Journal of College Student Development, 41(6), 599.
Reiff, J. C. and Cannella, G. S. (1992). Multicultural Beliefs and Conceptual Level of Early Childhood Preservice Teachers. The Annual Meeting of the Association of Teacher Educators, Orlando, FL.
Sarıçam, H. (2014, Mayıs). Öğretmen adaylarının çokkültürlü kişilik düzeyleri ile çokkültürlü eğitime yönelik tutumlarının incelenmesi. 4th International Symposium of Policies ans Issues on Teacher Education ISPITE2014, Hacettepe Üniversitesi, Ankara.
Spiecker, B., & Steutel, J. (2001). Multiculturalism, pillarization and liberal civic education in the Netherlands. International Journal of Educational Research, 35(3), 293–304. https://doi.org/10.1016/S0883-0355(01)00025-8
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (Fifth Edition). Pearson.
Toraman, Ç., Acar, F. ve Aydın, H. (2015). Primary school teachers’ attitudes and knowledge levels on democracy and multicultural education: A scale development study. Revista de Cercetare si Interventie Sociala, 49, 41-58.
Van Der Zee, K.I. and Van Oudenhoven, J. P. (2001). The Multicultural Personality Questionnaire: Reliability and Validity of Self and Other Ratings of Multicultural Effectiveness. Journal of Research in Personality, 35, 278-288.
Wang, J., & Wang, X. (2012). Structural Equation Modeling: Applications using Mplus. Chichester: John Wiley & Sons. http://dx.doi.org/10.1002/9781118356258
Weinstein, C. S., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a conception of culturally responsive classroom management. Journal of Teacher Education, 55(1), 25–38. https://doi.org/10.1177/0022487103259812
Yazıcı, S., Başol, G. and Toprak, G. (2009). Öğretmenlerin çokkültürlü eğitim tutumları: bir güvenirlik ve geçerlik çalışması, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 37, 229-242.
Yavuz, G. and Anıl, D. (2010). Öğretmen adayları için çok kültürlü eğitime yönelik tutum ölçeği: güvenirlik ve geçerlik çalışması. International Conference on New Trends in Education and Their Implications, 11-13 November, 2010. Antalya, Türkiye.
Yıldırım, S. and Tezci, E. (2017). Öğretmenlerin çokkültürlü eğitime yönelik kavramsal bilgileri, bilgi düzeyleri ve sınıf içi uygulamaları: Bir ölçek geliştirme. International Periodical for the Languages, Literature and History of Turkish or Turkic, 12(18), 719 – 736.
Yılmaz, V. and Çelik, H. E. (2009). Lisrel ile yapısal eşitlik modellemesi-1. Ankara: Pegem Yayıncılık.
Published
2022-12-09
Section
Articles
How to Cite
Güven, M., Çam Aktaş, B., Babayiğit, B., Şenel, E. A., Kip Kayabaş, B., & Sever, D. (2022). Multicultural Teacher Competencies Scale for Primary Teachers: Development and Implementation Study *. International Journal of Curriculum and Instructional Studies (IJOCIS), 12(2), 441-472. https://doi.org/https://doi.org/10.31704/ijocis.2022.018
