Research Article
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Year 2021, Volume: 8 Issue: 1, 109 - 122, 01.01.2021
https://doi.org/10.17275/per.21.6.8.1

Abstract

References

  • Akşit, G., Bozok, M., & Bozok, N. (2015). Zorunlu göç, sorunlu karşılaşmalar: Hisar köyü, Nevşehir’deki Suriyeli göçmenler örneği. Maltepe Üniversitesi Fen-Edebiyat Fakültesi Dergisi, 1(2), 92-116.
  • Ang, S., & Van Dyne, L., (2008). Conceptualization of cultural intelligence: Definition, distinctiveness, and nomological network. In S. Ang, & L. Van Dyne, (Ed.), Handbook on cultural intelligence: Theory, measurement and applications (pp. 3-15). Armonk, NY: M.E. Sharpe.
  • Ang, S., Van Dyne, L., Koh, C., Ng, K. Y., Templer, K. J., Tay, C., & Chandrasekar, N. A. (2007). Cultural intelligence: Its measurement and effects on cultural judgment and decision making, cultural adaptation and task performance. Management and Organization Review, 3(3), 335-371.
  • Ang, S., Van Dyne, L., & Koh, C. (2006). Personality correlates of the four factor model of cultural intelligence. Group & Organization Management, 31(1), 100-123.
  • Ang, S., Van Dyne, L. & Tan, M. L. (2011). Cultural intelligence. In. R.J. Sternberg & S.B. Kaufman (Ed.), Cambridge handbook on intelligence (pp. 582-602). New York: Cambridge Press.
  • Arastaman, G. (2018). Kültürel Zekâ Ölçeğinin (KZÖ) Türk akademisyenler üzerinde geçerlik ve güvenirlik çalışması. Yükseköğretim Dergisi, 8(1), 1–8. doi: 10.2399/yod.17.025
  • Aydin, H., & Kaya, Y. (2017). The educational needs of and barriers faced by Syrian refugee students in Turkey: a qualitative case study. Intercultural Education, 28(5), 456-473.
  • Bele, M. R., & Hebalkar, R. (2019). Perception of teachers about cultural intelligence: An essential skill in global economy. ANVESHAK-International Journal of Management, 8(1), 84-104. doi: 10.15410/aijm/2019/v8i1/140607
  • Block, K., Cross, S., Riggs, E., & Gibbs, L. (2014). Supporting schools to create an inclusive environment for refugee students. International Journal of Inclusive Education, 18(12), 1337-1355.
  • Börü, N., & Boyacı, A. (2016). Göçmen öğrencilerin eğitim-öğretim ortamlarında karşılaştıkları sorunlar: Eskişehir ili örneği. Electronic Turkish Studies, 11(14), 123-158.
  • Büyüköztürk, Ş. (2003). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem A Yayıncılık.
  • Byrne, B. M., & Campbell, T. L. (1999). Cross-cultural comparisons and the presumption of equivalent measurement and theoretical structure: A look beneath the surface. Journal of Cross-Cultural Psychology, 30(5), 555-574.
  • Caruth, G. D. (2018). Student engagement, retention, and motivation: Assessing academic success in today’s college students. Participatory Educational Research, 5(1), 17-30.
  • Chiu, M. M., Pong, S. L., Mori, I., & Chow, B. W. Y. (2012). Immigrant students’ emotional and cognitive engagement at school: A multilevel analysis of students in 41 countries. Journal of Youth and Adolescence, 41(11), 1409-1425.
  • Çelik, Ç., & İçduygu, A. (2019). Schools and refugee children: the case of Syrians in Turkey. International Migration, 57(2), 253-267.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli SPSS ve LISREL uygulamaları. Ankara: Pegem Akademi Yayıncılık.
  • Earley, P. C., & Ang, S. (2003). Cultural intelligence: Individual interactions across cultures. Stanford C. A: Stanford University Press.
  • Earley, P. C., Ang, S., & Tan, J. S. (2006). CQ: Developing cultural intelligence at work. Palo Alto, C.A: Stanford University Press.
  • Field, A. (2009). Discovering statistics using SPSS. Dubai: Oriental Press.
  • Hu, L., & Bentler, P. M. (1999). Cut off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modelling: A Multidisciplinary Journal, 6(1), 1-55.
  • Hyson, M. (2004). The emotional development of young children: Building an emotion-centered curriculum. New York: Teachers College Press.
  • İlhan, M., & Çetin, B. (2014). Kültürel Zekâ Ölçeği'nin Türkçe formunun geçerlik ve güvenirlik çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(2), 94-114.
  • Jafari, K. K., Tonga, N., & Kışla, H. (2018). Practice and opinions of the teachers who work at the classes have Syrian students. Academy Journal of Educational Sciences, 2(2), 134-146.
  • Karasar, N. (2015). Bilimsel araştırma yöntemleri (28. basım). Ankara: Nobel Akademi Yayıncılık.
  • Karatas, S. (2015). Teachers’ views on multicultural education: Sample of Antalya. The Anthropologist, 19(2), 373-380.
  • Keung, E. K., & Rockinson-Szapkiw, A. J. (2013). The relationship between transformational leadership and cultural intelligence. Journal of Educational Administration, 51(6), 836-854.
  • Kılcan, B., Çepni, O., & Kılınç, A. Ç. (2017). Mülteci öğrencilere yönelik tutum ölçeğinin geliştirilmesi. Journal of Human Sciences, 14(2), 1045-1057. doi:10.14687/jhs.v14i2.4324
  • Kline, R. B. (2011). Principles and practice of structural equation modeling. New York, NY: Guilford.
  • Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.
  • MacNab, B. R., & Worthley, R. (2012). Individual characteristics as predictors of cultural intelligence development: The relevance of self-efficacy. International Journal of Intercultural Relations, 36(1), 62-71.
  • Mahasneh, A. M., Gazo, A. M., & Al-Adamat, O. A. (2019). Cultural intelligence of the Jordan teachers and university students from the Hashemite University: Comparative study. European Journal of Contemporary Education, 8(2), 303-314. doi: 10.13187/ejced.2019.2.303
  • Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., ... & Howes, C. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79(3), 732-749.
  • Meydan, C. H., & Şeşen, H. (2015). Yapısal eşitlik modellemesi AMOS uygulamaları. Ankara: Detay Yayıncılık.
  • Ng, K. Y., Van Dyne, L., & Ang, S. (2009). From experience to experiential learning: Cultural intelligence as a learning capability for global leader development. Academy of Management Learning & Education, 8(4), 511- 526.
  • Özdamar, K. (2003). Modern bilimsel araştırma yöntemleri. Eskişehir: Kaan Kitabevi.
  • Petrović, D. S. (2011). How do teachers perceive their cultural intelligence?. Procedia-Social and Behavioral Sciences, 11, 276-280. doi: 10.1016/j.sbspro.2011.01.076
  • Petrović, D., & Zlatković, B. (2009). Intercultural sensitivity of future primary school teachers. Comparative Education, Teacher Training, Education Policy and Social Inclusion, 121-128.
  • Pumariega, A. J., Rothe, E., & Pumariega, J. B. (2005). Mental health of immigrants and refugees. Community Mental Health Journal, 41(5), 581-597.
  • Ramis, M., & Krastina, L. (2010). Cultural intelligence in the school. Revista de Psicodidáctica, 15(2), 239-252.
  • Rengi, Ö., & Polat, S. (2014). Sınıf öğretmenlerinin kültürel farklılık algıları ve kültürlerarası duyarlılıkları. Journal of World of Turks, 6(3), 135-156.
  • Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700- 712.
  • Rockstuhl, T., Seiler, S., Ang, S., Van Dyne, L., & Annen, H. (2011). Beyond general intelligence (IQ) and emotional intelligence (EQ): The role of cultural intelligence (CQ) on cross border leadership effectiveness in a globalized world. Journal of Social Issues, 67(4), 825–840.
  • Rousseau, C., & Guzder, J. (2008). School-based prevention programs for refugee children. Child Adolesce Psychiatric Clinics of North America, 17(3), 533–549.
  • Sağlam, H. İ., & Kanbur, N. İ. (2017). Sınıf öğretmenlerinin mülteci öğrencilere yönelik tutumlarının çeşitli değişkenler açısından incelenmesi. Sakarya University Journal of Education, 7(2), 310-323.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (sixth ed.). Pearson, Boston.
  • Taylor, S., & Sidhu, R. K. (2012). Supporting refugee students in schools: What constitutes inclusive education?. International Journal of Inclusive Education, 16(1), 39-56.
  • Thomas, D.C. (2006). Domain and development of cultural intelligence: The importance of mindfulness. Group & Organization Management, 31(1), 78-99.
  • Topkaya, Y. ve Akdağ, H. (2016). Sosyal bilgiler öğretmen adaylarının Suriyeli sığınmacılar hakkındaki görüşleri. Çankırı Karatekin Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(1), 767-786.
  • Triandis, H. C. (2006). Cultural intelligence in organizations. Group & Organization Management, 31(1), 20–26.
  • Ünal, S. (2014). Türkiye'nin beklenmedik konukları: "Öteki" bağlamında yabancı göçmen ve mülteci deneyimi. Journal of World of Turks, 6(3), 65-89.
  • Vedder, P., Horenczyk, G., Liebkind, K., & Nickmans, G. (2006). Problems in ethno-cultural diverse educational settings and strategies to cope with these challenges. Educational Research Review, 1(2), 157-168.
  • Wubbels, T., Den Brok, P., Veldman, I., & Van Tartwijk, J. (2006). Teacher interpersonal competence for Dutch secondary multicultural classrooms. Teachers and Teaching: Theory and Practice, 12(4), 407-433.

The Relationship between Cultural Intelligence and the Attitudes towards Refugee Students: A Study on Primary School Teachers

Year 2021, Volume: 8 Issue: 1, 109 - 122, 01.01.2021
https://doi.org/10.17275/per.21.6.8.1

Abstract

This study aimed to examine the relationship between the cultural intelligence levels of primary school teachers and their attitudes towards refugee students. The sample of the study, which was designed using the correlational survey model among the quantitative research methods, consisted of 386 teachers working at primary schools in Nizip district of Gaziantep in the academic year 2019-2020. The data were collected through the “Cultural Intelligence Scale” and “Refugee Student Attitude Scale”. During the analysis procedure, mean scores and standard deviation for the variables were estimated, and the correlation and stepwise multiple regression analyses were performed. Based on the research findings, the cultural intelligence levels of teachers and their attitudes towards refugee students were relatively high. Moreover, there was a positive and significant relationship between the cultural intelligence levels of teachers and their attitudes towards refugee students. As a result of the stepwise multiple regression analysis, it was determined that the cultural intelligence level of teachers was a significant predictor of their attitudes towards refugee students. The second model yielded that the rise in the metacognitive, cognitive and motivational sub-dimensions of cultural intelligence significantly predicted teachers’ attitudes towards refugee students. It is advisable to create an atmosphere that may improve the cultural intelligence level of teachers at schools and to contribute to their development of positive attitudes towards students. The present study was carried out through the quantitative research methodology, and it has been recommended to examine the relationship between the variables in detail with the studies to be designed with qualitative or mixed methods in future research.

References

  • Akşit, G., Bozok, M., & Bozok, N. (2015). Zorunlu göç, sorunlu karşılaşmalar: Hisar köyü, Nevşehir’deki Suriyeli göçmenler örneği. Maltepe Üniversitesi Fen-Edebiyat Fakültesi Dergisi, 1(2), 92-116.
  • Ang, S., & Van Dyne, L., (2008). Conceptualization of cultural intelligence: Definition, distinctiveness, and nomological network. In S. Ang, & L. Van Dyne, (Ed.), Handbook on cultural intelligence: Theory, measurement and applications (pp. 3-15). Armonk, NY: M.E. Sharpe.
  • Ang, S., Van Dyne, L., Koh, C., Ng, K. Y., Templer, K. J., Tay, C., & Chandrasekar, N. A. (2007). Cultural intelligence: Its measurement and effects on cultural judgment and decision making, cultural adaptation and task performance. Management and Organization Review, 3(3), 335-371.
  • Ang, S., Van Dyne, L., & Koh, C. (2006). Personality correlates of the four factor model of cultural intelligence. Group & Organization Management, 31(1), 100-123.
  • Ang, S., Van Dyne, L. & Tan, M. L. (2011). Cultural intelligence. In. R.J. Sternberg & S.B. Kaufman (Ed.), Cambridge handbook on intelligence (pp. 582-602). New York: Cambridge Press.
  • Arastaman, G. (2018). Kültürel Zekâ Ölçeğinin (KZÖ) Türk akademisyenler üzerinde geçerlik ve güvenirlik çalışması. Yükseköğretim Dergisi, 8(1), 1–8. doi: 10.2399/yod.17.025
  • Aydin, H., & Kaya, Y. (2017). The educational needs of and barriers faced by Syrian refugee students in Turkey: a qualitative case study. Intercultural Education, 28(5), 456-473.
  • Bele, M. R., & Hebalkar, R. (2019). Perception of teachers about cultural intelligence: An essential skill in global economy. ANVESHAK-International Journal of Management, 8(1), 84-104. doi: 10.15410/aijm/2019/v8i1/140607
  • Block, K., Cross, S., Riggs, E., & Gibbs, L. (2014). Supporting schools to create an inclusive environment for refugee students. International Journal of Inclusive Education, 18(12), 1337-1355.
  • Börü, N., & Boyacı, A. (2016). Göçmen öğrencilerin eğitim-öğretim ortamlarında karşılaştıkları sorunlar: Eskişehir ili örneği. Electronic Turkish Studies, 11(14), 123-158.
  • Büyüköztürk, Ş. (2003). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem A Yayıncılık.
  • Byrne, B. M., & Campbell, T. L. (1999). Cross-cultural comparisons and the presumption of equivalent measurement and theoretical structure: A look beneath the surface. Journal of Cross-Cultural Psychology, 30(5), 555-574.
  • Caruth, G. D. (2018). Student engagement, retention, and motivation: Assessing academic success in today’s college students. Participatory Educational Research, 5(1), 17-30.
  • Chiu, M. M., Pong, S. L., Mori, I., & Chow, B. W. Y. (2012). Immigrant students’ emotional and cognitive engagement at school: A multilevel analysis of students in 41 countries. Journal of Youth and Adolescence, 41(11), 1409-1425.
  • Çelik, Ç., & İçduygu, A. (2019). Schools and refugee children: the case of Syrians in Turkey. International Migration, 57(2), 253-267.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli SPSS ve LISREL uygulamaları. Ankara: Pegem Akademi Yayıncılık.
  • Earley, P. C., & Ang, S. (2003). Cultural intelligence: Individual interactions across cultures. Stanford C. A: Stanford University Press.
  • Earley, P. C., Ang, S., & Tan, J. S. (2006). CQ: Developing cultural intelligence at work. Palo Alto, C.A: Stanford University Press.
  • Field, A. (2009). Discovering statistics using SPSS. Dubai: Oriental Press.
  • Hu, L., & Bentler, P. M. (1999). Cut off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modelling: A Multidisciplinary Journal, 6(1), 1-55.
  • Hyson, M. (2004). The emotional development of young children: Building an emotion-centered curriculum. New York: Teachers College Press.
  • İlhan, M., & Çetin, B. (2014). Kültürel Zekâ Ölçeği'nin Türkçe formunun geçerlik ve güvenirlik çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(2), 94-114.
  • Jafari, K. K., Tonga, N., & Kışla, H. (2018). Practice and opinions of the teachers who work at the classes have Syrian students. Academy Journal of Educational Sciences, 2(2), 134-146.
  • Karasar, N. (2015). Bilimsel araştırma yöntemleri (28. basım). Ankara: Nobel Akademi Yayıncılık.
  • Karatas, S. (2015). Teachers’ views on multicultural education: Sample of Antalya. The Anthropologist, 19(2), 373-380.
  • Keung, E. K., & Rockinson-Szapkiw, A. J. (2013). The relationship between transformational leadership and cultural intelligence. Journal of Educational Administration, 51(6), 836-854.
  • Kılcan, B., Çepni, O., & Kılınç, A. Ç. (2017). Mülteci öğrencilere yönelik tutum ölçeğinin geliştirilmesi. Journal of Human Sciences, 14(2), 1045-1057. doi:10.14687/jhs.v14i2.4324
  • Kline, R. B. (2011). Principles and practice of structural equation modeling. New York, NY: Guilford.
  • Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.
  • MacNab, B. R., & Worthley, R. (2012). Individual characteristics as predictors of cultural intelligence development: The relevance of self-efficacy. International Journal of Intercultural Relations, 36(1), 62-71.
  • Mahasneh, A. M., Gazo, A. M., & Al-Adamat, O. A. (2019). Cultural intelligence of the Jordan teachers and university students from the Hashemite University: Comparative study. European Journal of Contemporary Education, 8(2), 303-314. doi: 10.13187/ejced.2019.2.303
  • Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., ... & Howes, C. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79(3), 732-749.
  • Meydan, C. H., & Şeşen, H. (2015). Yapısal eşitlik modellemesi AMOS uygulamaları. Ankara: Detay Yayıncılık.
  • Ng, K. Y., Van Dyne, L., & Ang, S. (2009). From experience to experiential learning: Cultural intelligence as a learning capability for global leader development. Academy of Management Learning & Education, 8(4), 511- 526.
  • Özdamar, K. (2003). Modern bilimsel araştırma yöntemleri. Eskişehir: Kaan Kitabevi.
  • Petrović, D. S. (2011). How do teachers perceive their cultural intelligence?. Procedia-Social and Behavioral Sciences, 11, 276-280. doi: 10.1016/j.sbspro.2011.01.076
  • Petrović, D., & Zlatković, B. (2009). Intercultural sensitivity of future primary school teachers. Comparative Education, Teacher Training, Education Policy and Social Inclusion, 121-128.
  • Pumariega, A. J., Rothe, E., & Pumariega, J. B. (2005). Mental health of immigrants and refugees. Community Mental Health Journal, 41(5), 581-597.
  • Ramis, M., & Krastina, L. (2010). Cultural intelligence in the school. Revista de Psicodidáctica, 15(2), 239-252.
  • Rengi, Ö., & Polat, S. (2014). Sınıf öğretmenlerinin kültürel farklılık algıları ve kültürlerarası duyarlılıkları. Journal of World of Turks, 6(3), 135-156.
  • Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700- 712.
  • Rockstuhl, T., Seiler, S., Ang, S., Van Dyne, L., & Annen, H. (2011). Beyond general intelligence (IQ) and emotional intelligence (EQ): The role of cultural intelligence (CQ) on cross border leadership effectiveness in a globalized world. Journal of Social Issues, 67(4), 825–840.
  • Rousseau, C., & Guzder, J. (2008). School-based prevention programs for refugee children. Child Adolesce Psychiatric Clinics of North America, 17(3), 533–549.
  • Sağlam, H. İ., & Kanbur, N. İ. (2017). Sınıf öğretmenlerinin mülteci öğrencilere yönelik tutumlarının çeşitli değişkenler açısından incelenmesi. Sakarya University Journal of Education, 7(2), 310-323.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (sixth ed.). Pearson, Boston.
  • Taylor, S., & Sidhu, R. K. (2012). Supporting refugee students in schools: What constitutes inclusive education?. International Journal of Inclusive Education, 16(1), 39-56.
  • Thomas, D.C. (2006). Domain and development of cultural intelligence: The importance of mindfulness. Group & Organization Management, 31(1), 78-99.
  • Topkaya, Y. ve Akdağ, H. (2016). Sosyal bilgiler öğretmen adaylarının Suriyeli sığınmacılar hakkındaki görüşleri. Çankırı Karatekin Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(1), 767-786.
  • Triandis, H. C. (2006). Cultural intelligence in organizations. Group & Organization Management, 31(1), 20–26.
  • Ünal, S. (2014). Türkiye'nin beklenmedik konukları: "Öteki" bağlamında yabancı göçmen ve mülteci deneyimi. Journal of World of Turks, 6(3), 65-89.
  • Vedder, P., Horenczyk, G., Liebkind, K., & Nickmans, G. (2006). Problems in ethno-cultural diverse educational settings and strategies to cope with these challenges. Educational Research Review, 1(2), 157-168.
  • Wubbels, T., Den Brok, P., Veldman, I., & Van Tartwijk, J. (2006). Teacher interpersonal competence for Dutch secondary multicultural classrooms. Teachers and Teaching: Theory and Practice, 12(4), 407-433.
There are 52 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Sedat Alev 0000-0003-4506-4756

Mevlüt Kara 0000-0002-6381-5288

Publication Date January 1, 2021
Acceptance Date July 21, 2020
Published in Issue Year 2021 Volume: 8 Issue: 1

Cite

APA Alev, S., & Kara, M. (2021). The Relationship between Cultural Intelligence and the Attitudes towards Refugee Students: A Study on Primary School Teachers. Participatory Educational Research, 8(1), 109-122. https://doi.org/10.17275/per.21.6.8.1