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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.

The concept of collective efficacy that can be defined as "a belief in their common ability to organize and realize plans to achieve goals" (Bandura, 1997, p. 477) has gained utmost importance in educational contexts. Therefore, there arises an emergent need to develop scales to evaluate teachers' collective efficacy behaviours. To this end, the present study aimed to develop an instrument to assess collective teacher efficacy behaviours. For this purpose in mind, an item pool was created in line with the related literature and face-to-face interviews with teachers. Two participating groups were included in the study. There was a total of 833 participants, 475 of which were in the first group and 358 in the second group. The preliminary version of The Collective Teacher Efficacy Behaviours Scale (CTEBS), consisted of 26 items. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were employed to test the construct validity of the scale with the available datasets. As a result of the EFA, a two-factored structure, namely social and professional relationship and professional development, was identified with 20 items. The two factors explained 58.798% of the total variance. Confirmatory factor analysis (CFA) was used to test the validity of the structure based on the EFA results. It was found that the CFA fit indices were χ 2 /df=3.174, RMSEA=.076, SRMR=.435, NFI=.902, CFI=.930, IFI=.931, and GFI=.872. The results implied that The Collective Teacher Efficacy Behaviours Scale, consisting of two dimensions and 20 items, was a valid and reliable instrument.

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