Primary School Teachers’ Multicultural Education Beliefs and Teaching Competencies: A Mixed Methods Study

Öz

This study investigated primary school teachers’ cultural beliefs, multicultural teaching competencies, and the predictive role of these beliefs on their competencies. Designed as an explanatory sequential mixed-methods study, quantitative data were collected from 280 primary school teachers using the Teacher Cultural Beliefs Scale and the Multicultural Teaching Competency Scale. Subsequently, semi-structured interviews were conducted with 12 teachers to elaborate on the quantitative trends. Descriptive results indicated that while teachers held exceptionally high cultural beliefs (M = 5.18), their practical teaching skills were lower than their pedagogical knowledge. Multiple linear regression analysis revealed that multicultural beliefs significantly and positively predicted both multicultural teaching skills (β= .511, p < .001) and knowledge (β= .592, p < .001), whereas egalitarian beliefs were not a significant predictor. Qualitative findings elucidated this “high belief-limited practical skill” discrepancy, showing that despite ethical commitment, teachers face challenges in differentiated instructional strategies, material adaptation, and language barriers. The findings underscore that multicultural education should not remain confined to isolated practices but must be holistically integrated into teacher education and daily classroom instruction.

Anahtar Kelimeler

• Multicultural education
• multicultural teaching competencies
• multicultural beliefs
• primary school teachers

Etik Beyan

The present study was approved by the Ethics Committee of İstanbul Aydın University (Approval no. 2024-02).

Sınıf öğretmenlerinin çok kültürlü eğitime yönelik inanç ve öğretim yeterlikleri: Karma yöntemli bir araştırma

Öz

Bu çalışma, sınıf öğretmenlerinin çok kültürlü eğitime yönelik inançlarını, çok kültürlü öğretim yeterliklerini ve inançların yeterlikler üzerindeki yordayıcı rolünü incelemeyi amaçlamıştır. Araştırma, karma yöntem desenlerinden açıklayıcı sıralı desenle yürütülmüştür. Nicel aşamada 280 sınıf öğretmeninden Öğretmen Kültürel İnançları Ölçeği ve Çok kültürlü Öğretim Yeterliği Ölçeği ile veri toplanmıştır. Ardından nicel eğilimleri derinleştirmek amacıyla 12 öğretmenle yarı yapılandırılmış görüşmeler yapılmıştır. Betimsel sonuçlar, öğretmenlerin yüksek kültürel inançlara (M = 5.18) sahip olduğunu, ancak pedagojik bilgiye kıyasla pratik beceri düzeylerinin daha düşük kaldığını göstermiştir. Çoklu regresyon analizi, çok kültürlü inançların hem öğretim becerilerini (β= .511, p < .001) hem de bilgisini (β= .592, p < .001) anlamlı ve pozitif yordadığını; eşitlikçi inançların ise anlamlı bir yordayıcı olmadığını ortaya koymuştur. Nitel bulgular, öğretmenlerin kültürel çeşitliliği benimsemelerine rağmen somut öğretim stratejileri, materyal uyarlaması ve dil engelleri konularında yapısal zorluklar yaşadıklarını teyit ederek “yüksek inanç-sınırlı pratik” çelişkisini açıklamıştır. Sonuçlar, çok kültürlü eğitimin izole etkinliklerle sınırlı kalmayıp öğretmen yetiştirme programlarına ve sınıf içi uygulamalara bütüncül şekilde entegre edilmesi gerektiğini göstermektedir.

Anahtar Kelimeler

• Çokkültürlü eğitim
• çokkültürlü öğretmen yeterlikleri
• çokkültürlü inanç
• sınıf öğretmenleri

Etik Beyan

Bu çalışma İstanbul Aydın Üniversitesi Eğitim Bilimleri Etik Kurulu tarafından 2024-02 sayılı karar ile etik açıdan uygun bulunmuştır.

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