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The Investigation of Teachers’ Multicultural Education Attitude According to the Perception of Social Intelligence

Year 2017, Volume: 7 Issue: 1, 34 - 48, 15.04.2017
https://doi.org/10.19126/suje.306954

Abstract

The aim of this research is to analyse the perceptions of primary and secondary school teachers’ about multicultural education and social intelligence according to various variables as gender, education level and school type and to determine the relationship between the variables. In the research relational modelhas been used. The study has been carried out with 318 teachers in 2015-2016 academic year. "Multicultural Education Attitude Scale" and "Social Intelligence Scale" is used for collecting the data. In the research, the perceptions of teachers’ about multicultural education and social intelligence is relatively high level. There isn’t significant relationship about social intelligence about gender, education level and school type. Also, there is significant differences about multicultural education about school type. In addition, it’s identified that there is significant relatively low relationship between the perceptions of the multicultural education and social intelligence. Also, it’s found that social information process is a significant predictor of the attitudes of multicultural education.

References

  • Albrecht, K. (2006). Social intelligence: The new science of success. San Francisco, CA: Jossey-Bass.
  • Aman, D., ve Verma, E. (2015). Metacognition among secondary school students in relation to social intelligence, gender, type of family and locale. GHG Journal of Sixth Thought, 2(2), 11-16.
  • Banks, J. (1989). Multicultural education: Characteristics and goals. In J. Banks & C. Banks (Eds.), Multicultural education: Issues and perspectives. Boston: Allyn and Bacon.
  • Banks, J. A. (1991). The dimensions of multiculturale education. Multicultural Leader, 4, 5-6.
  • Banks, J. A. (1993a). Multicultural education: Developments, dimensions, and challenges. Phi Delta Kappan, 75, 22-28.
  • Banks, J. A. (2008). An introduction to multicultural education (4th ed.). Boston, MA: Allyn & Bacon.
  • Başbay, A. ve Bektaş, Y. (2009). Çokkültürlülük bağlamında öğretim ortamı ve öğretmen yeterlikleri. Eğitim ve Bilim, 34(152), 30-43.
  • Birknerová, Z. (2011). Social and emotional intelligence in school environment. Asian Social Science, 7(10), 241-248.
  • Birknerová, Z., Frankovský, M., ve Zbihlejová, L. (2013). Social ıntelligence in the context of personality traits of teachers. American International Journal of Contemporary Research, 3(7), 11-17.
  • Brayboy, B. M. J. (2005). Toward a tribal critical race theory in education. Urban Review, 37, 425-446.
  • Buzan, T. (2002). The power of social ıntelligence. Newyork, NY: PerfectPound Publisher.
  • Chauhan, J. M. (2016). Social intelligence and adjustment in young male and female. International Research Journal, 1(1), 30-37.
  • Damgacı, F., ve Aydın, H. (2013). Akademisyenlerin çokkültürlü eğitime ilişkin tutumları. Elektronik Sosyal Bilimler Dergisi, 12(45), 325-341.
  • Davidman, L., ve Davidman, P. (1997). Teaching with a multicultural perspective: A practical guide. New York: Longman.
  • Demircioğlu, E., ve Özdemir, M. (2014). Pedagojik formasyon öğrencilerinin çok kültürlü eğitime yönelik tutumlarının bazı değişkenlere göre incelenmesi. Ege Eğitim Dergisi, 15(1), 211-232.
  • Doğan, T., ve Çetin, B. (2009). Tromso Sosyal Zekâ Ölçeği Türkçe formunun faktör yapısı, geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 9(2), 691-720.
  • Doğan, T., Totan, T., ve Sapmaz, F. (2009). Üniversite öğrencilerinde benlik saygısı ve sosyal zekâ. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 17, 235-247.
  • Dong, Q., Koper, R. J., ve Collaço, C. M. (2008). Social intelligence, selfesteem, and intercultural communication sensitivity. Intercultural Communication Studies, 17(2), 162-172.
  • Emmerling, R. J., ve Boyatzis, R. E. (2012). Emotional and social intelligence competencies: Cross cultural implications. Cross Cultural Management: An International Journal, 19(1), 4-18.
  • Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.
  • Goleman, D. (2006). Social intelligence: The new science of human relationships. London, England: Arrow Books.
  • Goodstein, R. E. (1984). An investigation into leadership behaviors and descriptive characteristics of band directors in the United States (Doctoral dissertation, Arizona State University). Dissertation Abstracts International, 45(8A), 2433.
  • Gorski, P. C. (2006). Complicity with conservatism: The de‐politicizing of multicultural and intercultural education. Intercultural Education, 17(2), 163-177.
  • Günay, R., Aydın, H., ve Koç Damgacı, F. (2015). Eğitim fakültelerinde görev yapan akademisyenlerin çokkültürlü eğitim kavramına ilişkin metaforik algıları. Çankırı Karatekin Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(1), 291-312.
  • Hançer, M., ve Tanrısevdi, A. (2003). Sosyal zekâ kavramının bir boyutu olarak empati ve performans üzerine bir inceleme. Cumhuriyet Üniversitesi, Sosyal Bilimler Dergisi, 27(2), 211-225.
  • Hatch, T., ve Gardner, H. (1993). Finding cognition in the classroom: An expanded view of human intelligence. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations. Learning in doing: Social, cognitive, and computational perspectives (pp. 164–187). New York: Cambridge University Press.
  • Irvine, J. J. (2012). Complex relationships between multicultural education and special education: An african american perspective. Journal of Teacher Education, 63(4) 268-274.
  • İlhan, M., ve Çetin, B. (2014). Sosyal ve Kültürel Zekâ Arasındaki İlişkinin Yapısal Eşitlik Modeli ile İncelenmesi. Turkish Journal of Education, 3(2), 4-15.
  • Karasar, N. (1994). Bilimsel Araştırma Yöntemleri. 6. Basım. Ankara.
  • Kaukainen, A., Bjorkqvist, K., Lagerspetz,, K. Osterman, K., Salmivalli, C., ve Rothberg, S. (1999). The relationship between social intelligence, emphaty and three types of agression. Aggressive Behaviour, 25, 81-89.
  • Kosmitzki, C., ve John, O. P. (1993). The implict use of explicit conceptions of social intelligence. Personality and Individual Differences, 15, 11-23.
  • Krishnamurthi, M. (2003). Assessing multicultural initiatives in higher education institutions. Assessment & Evaluation in Higher Education, 28(3), 263-277.
  • Kumagai, A. K., ve Lypson, M. L. (2006). Beyond cultural competence: critical consciousness, social justice, and multicultural education. Academic Medicine, 84(6), 782-787.
  • Latsone, L. (2013). Socially Intelligent Intercultural. Education. Educational Research Journal, 28(1&2), 145-162.
  • Lee, J. (1999). Social intelligence: Flexibility and complexity are distinct from creativity. Unpublished doctoral dissertation, University of Notre Dame, Indiana, USA.
  • Lund, D. E. (2006). Waking up the Neighbors: Surveying Multicultural and Antiracist Education in Canada, the United Kingdom, and the United States. Multicultural Perspectives, 8(1), 35-43.
  • Markopoulos, P., Ruyter, B., Privender, S., ve Breemen, A. (2005). Case study: Bringing social intelligence into home dialogue systems. Interactions, July+August, 37-44.
  • Marlowe, H. A. (1986). Social intelligence: Evidence for multidimensionality and construct independence. Journal of Educational Psychology, 78(1), 52-58.
  • Nieto, S. (2000). Affirming diversity: The sociopolitical context of multicultural education (3rd ed.). New York, NY: Longman.
  • Obiakor, F. E. (2007). Multicultural special education: Effective intervention for today’s schools. Interventıon in School and Clinic, 42(3), 148-155.
  • Özdemir, M., ve Dil, K. (2013). Öğretmenlerin çokkültürlü eğitime yönelik tutumları: Çankırı ili örneği. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 46(2), 215-232.
  • Phipps, C. J. (2007). Social Intelligence: The heart and science of human relationships. Social Intelligence Styles, 1, 4-5.
  • Porter, A. C., ve Brophy, J. (1988). Synthesis of research on good teaching: Insights from the work of the Institute for Research on Teaching. Educational Leadership, 45(8), 74-85.
  • UNESCO (2004). Changing teaching practices: Using curriculum differentiation to respond to students’ diversity. Paris: UNESCO.
  • Santamaria, L. J. (2014). Critical change for the greater good: multicultural perceptions in educational leadership toward social justice and equity. Educational Administration Quarterly, 50(3) 347-391.
  • Silberman, M. (2000). Peoplesmart: Developing your interpersonal intelligence. San Francisco, CA: Berrett- Koehler Publishers Inc.
  • Silvera, D. H., Martinussen, M., ve Dahl, T. I. (2001). Th e Tromso Social Intelligence Scale, a self-report measure of social intelligence. Scandinavian Journal of Psychology, 42, 313-31.
  • Sleeter, C. E., ve Grant, C. (2003). Making choices for multicultural education: Five approaches to race, class and gender (2nd ed.). New York, NY: Wiley.
  • Thorndike, E. L. (1920). Intelligence and its use. Harper's Magazine, 140, 227-235.
  • Tortop, H. S. (2014). Öğretmen adaylarının üstün yetenekli ve çok kültürlü eğitime ilişkin tutumları. Üstün Yetenekliler Eğitimi Araştırmaları Dergisi, 2(2), 16-26.
  • Wallenius, M., Punamaki, R., ve Rimpela, A. (2007). Digital game playing and direct and indirect aggression in early adolescence: The roles of age, social intelligence, and parent-child communication. Journal of Youth Adolescence, 36, 325-336.
  • Yahyazadeh-Jeloudar, S., ve Lotfi-Goodarzi, F. (2012). The Relationship between social intelligence and job satisfaction among MA and BA teachers. International Journal of Educational Science, 4(3), 209-213.
  • Yazıcı, S., Başol, G., ve Toprak, G. (2009). Öğretmenlerin çokkültürlü eğitim tutumları: bir güvenirlik ve geçerlik çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 37, 229-242.
  • Zaccaro, S. J., Gilbert, J. A., Thor, K. K., ve Mumford, M. D. (1991). Leadership and social intelligence: Linking social perspectiveness and behavioral flexibility to leader effectiveness. Leadership Quarterly, 2(4), 317-342.
  • Zirkel, S. (2000). Social intelligence: The development and maintenance of purposive behavior. The Handbook of Emotional Intelligence. San Francisco, CA: Jossey-Bass.

Öğretmenlerin Çokkültürlü Eğitim Tutumunun Sosyal Zekâ Algısına Göre İncelenmesi

Year 2017, Volume: 7 Issue: 1, 34 - 48, 15.04.2017
https://doi.org/10.19126/suje.306954

Abstract

Bu araştırmanın amacı ilkokul, ortaokul ve lisede görev yapan öğretmenlerinin çokkültürlü eğitim tutum ve sosyal zekâ algılarının cinsiyet, eğitim düzeyi ve okul türü gibi çeşitli değişkenler açısından incelenmesi ve değişkenler arasında ilişkinin belirlenmesidir. Araştırmada ilişkisel tarama modeli kullanılmıştır. Çalışma, 2015-2016 eğitim-öğretim yılı içerisinde 318 öğretmen ile yürütülmüştür. Verilerin toplanmasında “Çokkültürlü Eğitim Tutum Ölçeği” ve “Sosyal Zekâ Ölçeği” kullanılmıştır. Araştırmada öğretmenlerin çokkültürlü eğitim tutum ve sosyal zekâ algıları görece yüksek düzeyde belirlenmiştir. Öğretmenlerin sosyal zekâ algıları cinsiyet, eğitim düzeyi ve okul türüne göre anlamlı farklılık göstermemektedir. Öğretmenlerin çokkültürlü eğitim tutum algıları ise okul türüne göre anlamlı farklılıklar göstermiştir. Ayrıca çokkültürlü eğitim tutumu ve sosyal zekâ arasında pozitif yönde görece düşük düzeyde anlamlı ilişkiler tespit edilmiştir. Ek olarak sosyal bilgi sürecinin çokkültürlü eğitim tutumunun anlamlı yordayıcısı olduğu saptanmıştır. 

References

  • Albrecht, K. (2006). Social intelligence: The new science of success. San Francisco, CA: Jossey-Bass.
  • Aman, D., ve Verma, E. (2015). Metacognition among secondary school students in relation to social intelligence, gender, type of family and locale. GHG Journal of Sixth Thought, 2(2), 11-16.
  • Banks, J. (1989). Multicultural education: Characteristics and goals. In J. Banks & C. Banks (Eds.), Multicultural education: Issues and perspectives. Boston: Allyn and Bacon.
  • Banks, J. A. (1991). The dimensions of multiculturale education. Multicultural Leader, 4, 5-6.
  • Banks, J. A. (1993a). Multicultural education: Developments, dimensions, and challenges. Phi Delta Kappan, 75, 22-28.
  • Banks, J. A. (2008). An introduction to multicultural education (4th ed.). Boston, MA: Allyn & Bacon.
  • Başbay, A. ve Bektaş, Y. (2009). Çokkültürlülük bağlamında öğretim ortamı ve öğretmen yeterlikleri. Eğitim ve Bilim, 34(152), 30-43.
  • Birknerová, Z. (2011). Social and emotional intelligence in school environment. Asian Social Science, 7(10), 241-248.
  • Birknerová, Z., Frankovský, M., ve Zbihlejová, L. (2013). Social ıntelligence in the context of personality traits of teachers. American International Journal of Contemporary Research, 3(7), 11-17.
  • Brayboy, B. M. J. (2005). Toward a tribal critical race theory in education. Urban Review, 37, 425-446.
  • Buzan, T. (2002). The power of social ıntelligence. Newyork, NY: PerfectPound Publisher.
  • Chauhan, J. M. (2016). Social intelligence and adjustment in young male and female. International Research Journal, 1(1), 30-37.
  • Damgacı, F., ve Aydın, H. (2013). Akademisyenlerin çokkültürlü eğitime ilişkin tutumları. Elektronik Sosyal Bilimler Dergisi, 12(45), 325-341.
  • Davidman, L., ve Davidman, P. (1997). Teaching with a multicultural perspective: A practical guide. New York: Longman.
  • Demircioğlu, E., ve Özdemir, M. (2014). Pedagojik formasyon öğrencilerinin çok kültürlü eğitime yönelik tutumlarının bazı değişkenlere göre incelenmesi. Ege Eğitim Dergisi, 15(1), 211-232.
  • Doğan, T., ve Çetin, B. (2009). Tromso Sosyal Zekâ Ölçeği Türkçe formunun faktör yapısı, geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 9(2), 691-720.
  • Doğan, T., Totan, T., ve Sapmaz, F. (2009). Üniversite öğrencilerinde benlik saygısı ve sosyal zekâ. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 17, 235-247.
  • Dong, Q., Koper, R. J., ve Collaço, C. M. (2008). Social intelligence, selfesteem, and intercultural communication sensitivity. Intercultural Communication Studies, 17(2), 162-172.
  • Emmerling, R. J., ve Boyatzis, R. E. (2012). Emotional and social intelligence competencies: Cross cultural implications. Cross Cultural Management: An International Journal, 19(1), 4-18.
  • Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.
  • Goleman, D. (2006). Social intelligence: The new science of human relationships. London, England: Arrow Books.
  • Goodstein, R. E. (1984). An investigation into leadership behaviors and descriptive characteristics of band directors in the United States (Doctoral dissertation, Arizona State University). Dissertation Abstracts International, 45(8A), 2433.
  • Gorski, P. C. (2006). Complicity with conservatism: The de‐politicizing of multicultural and intercultural education. Intercultural Education, 17(2), 163-177.
  • Günay, R., Aydın, H., ve Koç Damgacı, F. (2015). Eğitim fakültelerinde görev yapan akademisyenlerin çokkültürlü eğitim kavramına ilişkin metaforik algıları. Çankırı Karatekin Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(1), 291-312.
  • Hançer, M., ve Tanrısevdi, A. (2003). Sosyal zekâ kavramının bir boyutu olarak empati ve performans üzerine bir inceleme. Cumhuriyet Üniversitesi, Sosyal Bilimler Dergisi, 27(2), 211-225.
  • Hatch, T., ve Gardner, H. (1993). Finding cognition in the classroom: An expanded view of human intelligence. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations. Learning in doing: Social, cognitive, and computational perspectives (pp. 164–187). New York: Cambridge University Press.
  • Irvine, J. J. (2012). Complex relationships between multicultural education and special education: An african american perspective. Journal of Teacher Education, 63(4) 268-274.
  • İlhan, M., ve Çetin, B. (2014). Sosyal ve Kültürel Zekâ Arasındaki İlişkinin Yapısal Eşitlik Modeli ile İncelenmesi. Turkish Journal of Education, 3(2), 4-15.
  • Karasar, N. (1994). Bilimsel Araştırma Yöntemleri. 6. Basım. Ankara.
  • Kaukainen, A., Bjorkqvist, K., Lagerspetz,, K. Osterman, K., Salmivalli, C., ve Rothberg, S. (1999). The relationship between social intelligence, emphaty and three types of agression. Aggressive Behaviour, 25, 81-89.
  • Kosmitzki, C., ve John, O. P. (1993). The implict use of explicit conceptions of social intelligence. Personality and Individual Differences, 15, 11-23.
  • Krishnamurthi, M. (2003). Assessing multicultural initiatives in higher education institutions. Assessment & Evaluation in Higher Education, 28(3), 263-277.
  • Kumagai, A. K., ve Lypson, M. L. (2006). Beyond cultural competence: critical consciousness, social justice, and multicultural education. Academic Medicine, 84(6), 782-787.
  • Latsone, L. (2013). Socially Intelligent Intercultural. Education. Educational Research Journal, 28(1&2), 145-162.
  • Lee, J. (1999). Social intelligence: Flexibility and complexity are distinct from creativity. Unpublished doctoral dissertation, University of Notre Dame, Indiana, USA.
  • Lund, D. E. (2006). Waking up the Neighbors: Surveying Multicultural and Antiracist Education in Canada, the United Kingdom, and the United States. Multicultural Perspectives, 8(1), 35-43.
  • Markopoulos, P., Ruyter, B., Privender, S., ve Breemen, A. (2005). Case study: Bringing social intelligence into home dialogue systems. Interactions, July+August, 37-44.
  • Marlowe, H. A. (1986). Social intelligence: Evidence for multidimensionality and construct independence. Journal of Educational Psychology, 78(1), 52-58.
  • Nieto, S. (2000). Affirming diversity: The sociopolitical context of multicultural education (3rd ed.). New York, NY: Longman.
  • Obiakor, F. E. (2007). Multicultural special education: Effective intervention for today’s schools. Interventıon in School and Clinic, 42(3), 148-155.
  • Özdemir, M., ve Dil, K. (2013). Öğretmenlerin çokkültürlü eğitime yönelik tutumları: Çankırı ili örneği. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 46(2), 215-232.
  • Phipps, C. J. (2007). Social Intelligence: The heart and science of human relationships. Social Intelligence Styles, 1, 4-5.
  • Porter, A. C., ve Brophy, J. (1988). Synthesis of research on good teaching: Insights from the work of the Institute for Research on Teaching. Educational Leadership, 45(8), 74-85.
  • UNESCO (2004). Changing teaching practices: Using curriculum differentiation to respond to students’ diversity. Paris: UNESCO.
  • Santamaria, L. J. (2014). Critical change for the greater good: multicultural perceptions in educational leadership toward social justice and equity. Educational Administration Quarterly, 50(3) 347-391.
  • Silberman, M. (2000). Peoplesmart: Developing your interpersonal intelligence. San Francisco, CA: Berrett- Koehler Publishers Inc.
  • Silvera, D. H., Martinussen, M., ve Dahl, T. I. (2001). Th e Tromso Social Intelligence Scale, a self-report measure of social intelligence. Scandinavian Journal of Psychology, 42, 313-31.
  • Sleeter, C. E., ve Grant, C. (2003). Making choices for multicultural education: Five approaches to race, class and gender (2nd ed.). New York, NY: Wiley.
  • Thorndike, E. L. (1920). Intelligence and its use. Harper's Magazine, 140, 227-235.
  • Tortop, H. S. (2014). Öğretmen adaylarının üstün yetenekli ve çok kültürlü eğitime ilişkin tutumları. Üstün Yetenekliler Eğitimi Araştırmaları Dergisi, 2(2), 16-26.
  • Wallenius, M., Punamaki, R., ve Rimpela, A. (2007). Digital game playing and direct and indirect aggression in early adolescence: The roles of age, social intelligence, and parent-child communication. Journal of Youth Adolescence, 36, 325-336.
  • Yahyazadeh-Jeloudar, S., ve Lotfi-Goodarzi, F. (2012). The Relationship between social intelligence and job satisfaction among MA and BA teachers. International Journal of Educational Science, 4(3), 209-213.
  • Yazıcı, S., Başol, G., ve Toprak, G. (2009). Öğretmenlerin çokkültürlü eğitim tutumları: bir güvenirlik ve geçerlik çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 37, 229-242.
  • Zaccaro, S. J., Gilbert, J. A., Thor, K. K., ve Mumford, M. D. (1991). Leadership and social intelligence: Linking social perspectiveness and behavioral flexibility to leader effectiveness. Leadership Quarterly, 2(4), 317-342.
  • Zirkel, S. (2000). Social intelligence: The development and maintenance of purposive behavior. The Handbook of Emotional Intelligence. San Francisco, CA: Jossey-Bass.
There are 55 citations in total.

Details

Journal Section Articles
Authors

Yener Akman This is me

Gülşah İmamoğlu Akman This is me

Publication Date April 15, 2017
Published in Issue Year 2017 Volume: 7 Issue: 1

Cite

APA Akman, Y., & İmamoğlu Akman, G. (2017). The Investigation of Teachers’ Multicultural Education Attitude According to the Perception of Social Intelligence. Sakarya University Journal of Education, 7(1), 34-48. https://doi.org/10.19126/suje.306954

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