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Teacher Candidates’ Multicultural Attitude and Self-Efficacy: The Mediating Role of Intercultural Sensitivity

Yıl 2021, Cilt: 50 Sayı: 2, 1241 - 1262, 29.10.2021

Öz

The challenges of working with diverse students have made it critical to prepare teacher candidates who are culturally sensitive and can observe the classes through a multicultural lens and integrate these competencies with their self-efficacy. This study aimed to examine the mediation role of intercultural sensitivity on the relationship between teachers' multicultural attitude and sense of efficacy. Two hundred and nine (female: 76, male: 133) teacher candidates participated in the study from a mid-sized state university in Turkey. Data were collected via the Teachers' Sense of Efficacy Scale (TSES), the Teacher Multicultural Attitude Survey (TMAS) and the Intercultural Sensitivity Scale (ISS). The results showed that intercultural sensitivity fully mediated the relationship between teacher multicultural attitude and teachers' sense of efficacy. As a result, it can be said that teacher candidates feel themselves competent at the level that they can transform their positive tendencies about multicultural environments into behavioral skills.

Kaynakça

  • Akman, Y. (2020). An analysis of the relationship between teachers' attitudes towards refugee students and their perceptions of multicultural education. Pamukkale University Journal of Education, 49, 247-262. doi:10.9779/pauefd.442061
  • Amin, M. Z. M., Wahab, D. A., & Aziz, N. A. A. (2012). The level of multicultural awareness among English language teachers in Besut, Terengganu.
  • Baleghizadeh, S., & Shakouri, M. (2017). Investigating the relationship between teaching styles and teacher self-efficacy among some Iranian ESP university instructors. Innovations in Education and Teaching International, 54(4), 394-402.
  • Bandura, A. (1977a). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs: Prentice-Hall.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company.
  • Bandura, A. (Ed.) (1977b). Social learning theory. New Jersey: Prentice Hall.
  • Banks, J. A. (1987). Teaching strategies for ethnic studies (4th ed.). Boston: Allyn and Bacon, Inc.
  • Banks, J. A., & Banks, C. A. M. (2004). Handbook of research on multicultural education. New York, NY: Macmillan.
  • Bennett, M. J. (1986). A developmental approach to training for intercultural sensitivity. International Journal of Intercultural Relations, 10(2), 179-196.
  • Bennett, M. J. (2017). Developmental model of intercultural sensitivity. The International Encyclopedia of Intercultural Communication, 1-10.
  • Çapa, Y., Çakıroğlu, J., & Sarıkaya, H. (2005). Öğretmen özyeterlik ölçeği Türkçe uyarlamasının geçerlik ve güvenirlik çalışması. Eğitim ve Bilim, 30(137), 74-81.
  • Chan, D. W. (2004). Perceived emotional intelligence and self-efficacy among Chinese secondary school teachers in Hong Kong. Personality and Individual Differences, 36(8), 1781-1795.
  • Charles, C. Z. (2003). The dynamics of racial residential segregation. Annual Review of Sociology, 29(1), 167-207.
  • Chen, G.-M., & Starosta, W. J. (1997). A review of the concept of intercultural sensitivity. Human Communication, 1, 1-16.
  • Chen, G.-M., & Starosta, W. J. (2000). The development and validation of the intercultural sensitivity scale. Human Communication, 3, 1-15.
  • Chiner Sanz, E., Cardona Molt, M., & Gmez Puerta, J. (2015). Teachers’ beliefs about diversity: An analysis from a personal and professional perspective. Journal of New Approaches in Educational Research (NAER Journal), 4(1), 18-23.
  • Choi, S., & Lee, S. W. (2020). Enhancing Teacher Self-Efficacy in Multicultural Classrooms and School Climate: The Role of Professional Development in Multicultural Education in the United States and South Korea. AERA Open, 6(4), 2332858420973574. doi: 10.1177/2332858420973574
  • Crockett, S., & Hays, D. G. (2015). The influence of supervisor multicultural competence on the supervisory working alliance, supervisee counseling self-efficacy, and supervisee satisfaction with supervision: A mediation model. Counselor Education and Supervision, 54(4), 258-273. doi:10.1002/ceas.12025
  • Eagly, A. H., & Chaiken, S. (1993). The psychology of attitudes. Fort Worth, TX: Harcourt Brace Jovanovich.
  • Evers, W., Tomic, W., & Brouwers, A. (2005). Does equity sensitivity moderate the relationship between self-efficacy beliefs and teacher burnout? Representative Research in Social Psychology, 28, 35-46.
  • Field, A. (2016). An adventure in statistics: The reality enigma. Sage.
  • Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106-116.
  • George, D., & Mallery, P. (2003). SPSS for windows step by step: A simple study guide and reference. Boston, MA: Allyn and Bacon.
  • Gilbert, S. E., & Gay, G. (1985). Improving the success in school of poor black children. Phi Delta Kappan, 67(2), 133-137.
  • Gudykunst, W. B., & Kim., Y. Y. (2002). Communicating with strangers: An approach to intercultural communication. New York: McGraw Hill.
  • Hayes, A. F. (2017). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach: Guilford Publications.
  • Jackson, B. L., & Kelley, C. (2002). Exceptional and innovative programs in educational leadership. Educational Administration Quarterly, 38(2), 192-212. doi:10.1177/0013161x02382005
  • Kang, H., & Lim, E. (2012). Validation study of multicultural attitude scale for Korean university students. Asian Journal of Education, 13(4), 35-57.
  • Karacabey, M. F., Ozdere, M., & Bozkus, K. (2019). The attitudes of teachers towards multicultural education. European Journal of Educational Research, 8(1), 383-393.
  • Karatekin, K., Akcaoğlu, M. Ö., & Taban, M. H. (2019). A comparative study on multicultural attitude of university students: Austria, Hungary and Turkey sample. Journal of History Culture and Art Research, 8(4), 36-55.
  • Kim, H., & Connelly, J. (2019). Preservice teachers' multicultural attitudes, intercultural sensitivity, and their multicultural teaching efficacy. Educational Research Quarterly, 42(4), 3-20.
  • Kimzan, İ., & Arıkan, A. (2018). Examination of early childhood teacher candidates’ attitudes towards multicultural education. İnönü University Journal of the Faculty of Education, 19(3), 670-686.
  • Larke, P. J. (1990). Cultural diversity awareness inventory: Assessing the sensitivity of preservice teachers. Action in Teacher Education, 12(3), 23-30.
  • Malinen, O.-P., Savolainen, H., & Xu, J. (2012). Beijing in-service teachers' self-efficacy and attitudes towards inclusive education. Teaching and Teacher Education, 28(4), 526-534. doi:10.1016/j.tate.2011.12.004
  • Meijer, C. J. W., & Foster, S. F. (1988). The effect of teacher self-efficacy on referral chance. The Journal of Special Education, 22(3), 378-385. doi:10.1177/002246698802200309
  • Morales, K., Sanhueza Henrquez, S., Friz Carrillo, M., & Riquelme Bravo, P. (2017). The intercultural sensitivity of Chilean teachers serving an immigrant population in schools. Journal of New Approaches in Educational Research (NAER Journal), 6(1), 71-77.
  • Munroe, A., & Pearson, C. (2006). The Munroe multicultural attitude scale questionnaire: A new instrument for multicultural studies. Educational and Psychological Measurement, 66(5), 819-834. doi:10.1177/0013164405285542
  • Onur-Sezer, G., & Bağçeli-Kahraman, P. (2017). The relationship between the attitudes of classroom and preschool teacher candidates towards multicultural education and their intercultural sensitivities: sample of Uludağ University. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(2), 550-560.
  • Park, J.-S. (2013). Multicultural experience and intercultural sensitivity among South Korean adolescents. Multicultural Education Review, 5(2), 108-138. doi:10.1080/2005615X.2013.11102904
  • Polat, S., & Barka, T. O. (2012). Multiculturalism and intercultural education: A comparative study with a sample of Swiss and Turkish candidate teachers. World Applied Sciences Journal, 18(9), 1180-1189.
  • Ponterotito, J. G., Baluch, S., Greig, T., & Rivera, L. (1998). Development and initial score validation of the teacher multicultural altitude survey. Educational and Psychological Measurement, 58(6), 1002-1016.
  • Rengi, Ö., & Polat, S. (2014). Primary teachers’ perception of cultural diversity and intercultural sensitivity. Zeitschrift für die Welt der Türken, 6(3), 135-156.
  • Richardson, L., Volberding, J., & Zahl, M. L. (2020). The impact of a university approved diversity course on undergraduate students’ multicultural awareness. SCHOLE: A Journal of Leisure Studies and Recreation Education, 35(1), 28-40. doi:10.1080/1937156X.2020.1720461
  • Ridley, C. R., Mendoza, D. W., Kanitz, B. E., Angermeier, L., & Zenk, R. (1994). Cultural sensitivity in multicultural counseling: A perceptual schema model. Journal of Counseling Psychology, 41(2), 125-136.
  • Savolainen, H., Engelbrecht, P., Nel, M., & Malinen, O.-P. (2012). Understanding teachers’ attitudes and self-efficacy in inclusive education: implications for pre-service and in-service teacher education. European Journal of Special Needs Education, 27(1), 51-68. doi:10.1080/08856257.2011.613603
  • Schmitz, G., & Schwarzer, R. (2000). Perceived self-efficacy of teachers: Longitudinal findings with a new instrument. Zeitschrift Fur Padagogische Psychologie, 14(1), 12-25.
  • Schwarzer, R., & Hallum, S. (2008). Perceived teacher self‐efficacy as a predictor of job stress and burnout: Mediation analyses. Applied Psychology, 57, 152-171.
  • Shaukat, S., & Iqbal, H. M. (2012). Teacher self-efficacy as a function of student engagement, instructional strategies and classroom management. Pakistan Journal of Social & Clinical Psychology, 9(3), 82- 85.
  • Sleeter, C. E., & Grant, C. A. (1988). A rationale for integrating race, gender, and social class. Class, Race, and Gender in American Education, 144-160.
  • Su, Y.-C. (2018). Assessing Taiwanese college students’ intercultural sensitivity, EFL Interests, attitudes toward native English speakers, ethnocentrism, and their interrelation. The Asia-Pacific Education Researcher, 27(3), 217-226. doi:10.1007/s40299-018-0380-7
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
  • Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.
  • Varela, O. E. (2019). Multicultural competence: An empirical comparison of intercultural sensitivity and cultural intelligence. European Journal of International Management, 13(2), 177-197. doi:10.1504/ejim.2019.098146
  • Weisel, A., & Dror, O. (2006). School climate, sense of efficacy and Israeli teachers’ attitudes toward inclusion of students with special needs. Education, Citizenship and Social Justice, 1(2), 157-174. doi:10.1177/1746197906064677
  • Yada, A., & Savolainen, H. (2017). Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices. Teaching and Teacher Education, 64, 222-229. doi:10.1016/j.tate.2017.02.005
  • Yazıcı, S., Başol, G., & Toprak, G. (2009). Öğretmenlerin çokkültürlü eğitim tutumları: bir güvenirlik ve geçerlik çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 37(37), 229-242.
  • Yıldırım, S., & Tezci, E. (2016). Teachers' attitudes, beliefs and self-efficacy about multicultural education: A scale development. Universal Journal of Educational Research, 4(n12A), 196-204.

Öğretmen Adaylarının Çokkültürlü Tutum ve Öz-Yeterliği: Kültürlerarası Duyarlılığın Aracı Rolü

Yıl 2021, Cilt: 50 Sayı: 2, 1241 - 1262, 29.10.2021

Öz

Kültürel farklılıklara sahip öğrencilerle çalışmanın zorlukları, kültürel açıdan duyarlı olan, sınıflarını çokkültürlü bir bakış açısıyla gözlemleyebilen ve bu becerileri kendi öz yeterlilikleriyle bütünleştirebilen öğretmen adaylarının yetiştirilmesinin önemini artırmıştır. Bu araştırmanın amacı, kültürlerarası duyarlığın öğretmenlerin çokkültürlü tutumu ile öz-yeterlikleri arasındaki ilişkide aracılık rolünü incelemektir. Araştırmaya Türkiye'deki bir devlet üniversitesinden 209 (kadın: 76, erkek: 133) öğretmen adayı katılmıştır. Araştırma verileri, Öğretmen Öz-yeterlik Ölçeği, Öğretmenlerin Çok Kültürlü Tutum Ölçeği ve Kültürlerarası Duyarlılık Ölçeği (ISS) ile toplanmıştır. Sonuçlar, kültürlerarası duyarlılığın, öğretmenlerin çok kültürlü tutumu ile öğretmenlerin yeterlik duygusu arasındaki ilişkiye tam olarak aracılık ettiğini göstermiştir. Sonuç olarak öğretmen adaylarının çokkültürlü ortamlara yönelik olumlu eğilimlerini davranış becerilerine dönüştürebilecek düzeyde kendilerini yetkin hissettikleri söylenebilir

Kaynakça

  • Akman, Y. (2020). An analysis of the relationship between teachers' attitudes towards refugee students and their perceptions of multicultural education. Pamukkale University Journal of Education, 49, 247-262. doi:10.9779/pauefd.442061
  • Amin, M. Z. M., Wahab, D. A., & Aziz, N. A. A. (2012). The level of multicultural awareness among English language teachers in Besut, Terengganu.
  • Baleghizadeh, S., & Shakouri, M. (2017). Investigating the relationship between teaching styles and teacher self-efficacy among some Iranian ESP university instructors. Innovations in Education and Teaching International, 54(4), 394-402.
  • Bandura, A. (1977a). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs: Prentice-Hall.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company.
  • Bandura, A. (Ed.) (1977b). Social learning theory. New Jersey: Prentice Hall.
  • Banks, J. A. (1987). Teaching strategies for ethnic studies (4th ed.). Boston: Allyn and Bacon, Inc.
  • Banks, J. A., & Banks, C. A. M. (2004). Handbook of research on multicultural education. New York, NY: Macmillan.
  • Bennett, M. J. (1986). A developmental approach to training for intercultural sensitivity. International Journal of Intercultural Relations, 10(2), 179-196.
  • Bennett, M. J. (2017). Developmental model of intercultural sensitivity. The International Encyclopedia of Intercultural Communication, 1-10.
  • Çapa, Y., Çakıroğlu, J., & Sarıkaya, H. (2005). Öğretmen özyeterlik ölçeği Türkçe uyarlamasının geçerlik ve güvenirlik çalışması. Eğitim ve Bilim, 30(137), 74-81.
  • Chan, D. W. (2004). Perceived emotional intelligence and self-efficacy among Chinese secondary school teachers in Hong Kong. Personality and Individual Differences, 36(8), 1781-1795.
  • Charles, C. Z. (2003). The dynamics of racial residential segregation. Annual Review of Sociology, 29(1), 167-207.
  • Chen, G.-M., & Starosta, W. J. (1997). A review of the concept of intercultural sensitivity. Human Communication, 1, 1-16.
  • Chen, G.-M., & Starosta, W. J. (2000). The development and validation of the intercultural sensitivity scale. Human Communication, 3, 1-15.
  • Chiner Sanz, E., Cardona Molt, M., & Gmez Puerta, J. (2015). Teachers’ beliefs about diversity: An analysis from a personal and professional perspective. Journal of New Approaches in Educational Research (NAER Journal), 4(1), 18-23.
  • Choi, S., & Lee, S. W. (2020). Enhancing Teacher Self-Efficacy in Multicultural Classrooms and School Climate: The Role of Professional Development in Multicultural Education in the United States and South Korea. AERA Open, 6(4), 2332858420973574. doi: 10.1177/2332858420973574
  • Crockett, S., & Hays, D. G. (2015). The influence of supervisor multicultural competence on the supervisory working alliance, supervisee counseling self-efficacy, and supervisee satisfaction with supervision: A mediation model. Counselor Education and Supervision, 54(4), 258-273. doi:10.1002/ceas.12025
  • Eagly, A. H., & Chaiken, S. (1993). The psychology of attitudes. Fort Worth, TX: Harcourt Brace Jovanovich.
  • Evers, W., Tomic, W., & Brouwers, A. (2005). Does equity sensitivity moderate the relationship between self-efficacy beliefs and teacher burnout? Representative Research in Social Psychology, 28, 35-46.
  • Field, A. (2016). An adventure in statistics: The reality enigma. Sage.
  • Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106-116.
  • George, D., & Mallery, P. (2003). SPSS for windows step by step: A simple study guide and reference. Boston, MA: Allyn and Bacon.
  • Gilbert, S. E., & Gay, G. (1985). Improving the success in school of poor black children. Phi Delta Kappan, 67(2), 133-137.
  • Gudykunst, W. B., & Kim., Y. Y. (2002). Communicating with strangers: An approach to intercultural communication. New York: McGraw Hill.
  • Hayes, A. F. (2017). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach: Guilford Publications.
  • Jackson, B. L., & Kelley, C. (2002). Exceptional and innovative programs in educational leadership. Educational Administration Quarterly, 38(2), 192-212. doi:10.1177/0013161x02382005
  • Kang, H., & Lim, E. (2012). Validation study of multicultural attitude scale for Korean university students. Asian Journal of Education, 13(4), 35-57.
  • Karacabey, M. F., Ozdere, M., & Bozkus, K. (2019). The attitudes of teachers towards multicultural education. European Journal of Educational Research, 8(1), 383-393.
  • Karatekin, K., Akcaoğlu, M. Ö., & Taban, M. H. (2019). A comparative study on multicultural attitude of university students: Austria, Hungary and Turkey sample. Journal of History Culture and Art Research, 8(4), 36-55.
  • Kim, H., & Connelly, J. (2019). Preservice teachers' multicultural attitudes, intercultural sensitivity, and their multicultural teaching efficacy. Educational Research Quarterly, 42(4), 3-20.
  • Kimzan, İ., & Arıkan, A. (2018). Examination of early childhood teacher candidates’ attitudes towards multicultural education. İnönü University Journal of the Faculty of Education, 19(3), 670-686.
  • Larke, P. J. (1990). Cultural diversity awareness inventory: Assessing the sensitivity of preservice teachers. Action in Teacher Education, 12(3), 23-30.
  • Malinen, O.-P., Savolainen, H., & Xu, J. (2012). Beijing in-service teachers' self-efficacy and attitudes towards inclusive education. Teaching and Teacher Education, 28(4), 526-534. doi:10.1016/j.tate.2011.12.004
  • Meijer, C. J. W., & Foster, S. F. (1988). The effect of teacher self-efficacy on referral chance. The Journal of Special Education, 22(3), 378-385. doi:10.1177/002246698802200309
  • Morales, K., Sanhueza Henrquez, S., Friz Carrillo, M., & Riquelme Bravo, P. (2017). The intercultural sensitivity of Chilean teachers serving an immigrant population in schools. Journal of New Approaches in Educational Research (NAER Journal), 6(1), 71-77.
  • Munroe, A., & Pearson, C. (2006). The Munroe multicultural attitude scale questionnaire: A new instrument for multicultural studies. Educational and Psychological Measurement, 66(5), 819-834. doi:10.1177/0013164405285542
  • Onur-Sezer, G., & Bağçeli-Kahraman, P. (2017). The relationship between the attitudes of classroom and preschool teacher candidates towards multicultural education and their intercultural sensitivities: sample of Uludağ University. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(2), 550-560.
  • Park, J.-S. (2013). Multicultural experience and intercultural sensitivity among South Korean adolescents. Multicultural Education Review, 5(2), 108-138. doi:10.1080/2005615X.2013.11102904
  • Polat, S., & Barka, T. O. (2012). Multiculturalism and intercultural education: A comparative study with a sample of Swiss and Turkish candidate teachers. World Applied Sciences Journal, 18(9), 1180-1189.
  • Ponterotito, J. G., Baluch, S., Greig, T., & Rivera, L. (1998). Development and initial score validation of the teacher multicultural altitude survey. Educational and Psychological Measurement, 58(6), 1002-1016.
  • Rengi, Ö., & Polat, S. (2014). Primary teachers’ perception of cultural diversity and intercultural sensitivity. Zeitschrift für die Welt der Türken, 6(3), 135-156.
  • Richardson, L., Volberding, J., & Zahl, M. L. (2020). The impact of a university approved diversity course on undergraduate students’ multicultural awareness. SCHOLE: A Journal of Leisure Studies and Recreation Education, 35(1), 28-40. doi:10.1080/1937156X.2020.1720461
  • Ridley, C. R., Mendoza, D. W., Kanitz, B. E., Angermeier, L., & Zenk, R. (1994). Cultural sensitivity in multicultural counseling: A perceptual schema model. Journal of Counseling Psychology, 41(2), 125-136.
  • Savolainen, H., Engelbrecht, P., Nel, M., & Malinen, O.-P. (2012). Understanding teachers’ attitudes and self-efficacy in inclusive education: implications for pre-service and in-service teacher education. European Journal of Special Needs Education, 27(1), 51-68. doi:10.1080/08856257.2011.613603
  • Schmitz, G., & Schwarzer, R. (2000). Perceived self-efficacy of teachers: Longitudinal findings with a new instrument. Zeitschrift Fur Padagogische Psychologie, 14(1), 12-25.
  • Schwarzer, R., & Hallum, S. (2008). Perceived teacher self‐efficacy as a predictor of job stress and burnout: Mediation analyses. Applied Psychology, 57, 152-171.
  • Shaukat, S., & Iqbal, H. M. (2012). Teacher self-efficacy as a function of student engagement, instructional strategies and classroom management. Pakistan Journal of Social & Clinical Psychology, 9(3), 82- 85.
  • Sleeter, C. E., & Grant, C. A. (1988). A rationale for integrating race, gender, and social class. Class, Race, and Gender in American Education, 144-160.
  • Su, Y.-C. (2018). Assessing Taiwanese college students’ intercultural sensitivity, EFL Interests, attitudes toward native English speakers, ethnocentrism, and their interrelation. The Asia-Pacific Education Researcher, 27(3), 217-226. doi:10.1007/s40299-018-0380-7
  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
  • Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.
  • Varela, O. E. (2019). Multicultural competence: An empirical comparison of intercultural sensitivity and cultural intelligence. European Journal of International Management, 13(2), 177-197. doi:10.1504/ejim.2019.098146
  • Weisel, A., & Dror, O. (2006). School climate, sense of efficacy and Israeli teachers’ attitudes toward inclusion of students with special needs. Education, Citizenship and Social Justice, 1(2), 157-174. doi:10.1177/1746197906064677
  • Yada, A., & Savolainen, H. (2017). Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices. Teaching and Teacher Education, 64, 222-229. doi:10.1016/j.tate.2017.02.005
  • Yazıcı, S., Başol, G., & Toprak, G. (2009). Öğretmenlerin çokkültürlü eğitim tutumları: bir güvenirlik ve geçerlik çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 37(37), 229-242.
  • Yıldırım, S., & Tezci, E. (2016). Teachers' attitudes, beliefs and self-efficacy about multicultural education: A scale development. Universal Journal of Educational Research, 4(n12A), 196-204.
Toplam 58 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Mustafa Öztürk Akcaoğlu 0000-0003-2155-4822

Ahmet Rıfat Kayiş 0000-0003-4642-7766

Yayımlanma Tarihi 29 Ekim 2021
Gönderilme Tarihi 22 Şubat 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 50 Sayı: 2

Kaynak Göster

APA Akcaoğlu, M. Ö., & Kayiş, A. R. (2021). Teacher Candidates’ Multicultural Attitude and Self-Efficacy: The Mediating Role of Intercultural Sensitivity. Cukurova University Faculty of Education Journal, 50(2), 1241-1262.

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