In this research, pedagogical formation students' attitudes toward multicultural education were analyzed according to various variables. Totally 156 pedagogical formation students from Çankırı Karatekin University participated in the study. To gather data, 'The Attitude Scale toward Multicultural Education for Teacher Candidates-ASIMETC' was used. To analyze the data, various statistical techniques including percentage, frequency, arithmetical mean, standard deviation, t-test and Kruskall Wallis H test were used. Findings indicated that participants' attitudes toward multicultural education are relatively positive. It was also seen that participants' attitudes toward multicultural education did not differ according to ages and faculties. However, it was revealed that multicultural attitudes of the participants graduated from social sciences departments in the universities were significantly higher than the ones in sciences departments. The findings have also shown that the female participants have more positive attitudes toward multicultural education than the males. As a result, it was concluded that participants have positive attitudes toward multicultural education.

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ABSTRACT. In this study, the relationship between pre-service teachers' cultural intelligence and their attitude toward multi-cultural education has been investigated. Sample of the study consisted of 485 pre-service teachers, studying at Hacettepe University during 2013-2014 academic years. "Cultural Intelligence Scale" was used for measuring pre-service teachers' cultural intelligence level, whereas "Attitude Scale towards Multicultural Education for Pre-service Teachers" was used to determine their attitude towards multicultural education. Data were analyzed by multiple correlation (Pearson Correlation Coefficient), Factorial ANOVA and hierarchical regression techniques in addition to descriptive statistics such as arithmetic mean, standard deviation and percentiles. Findings of the study showed that the mean scores of attitude toward multi-cultural education and cultural intelligence are relatively high. It has been found that there is a significant, positive and moderate relationship between cultural intelligence and attitude toward multi-cultural education. In addition, it has been found that gender, settlement and gender-settlement combination create significant differences on the standardized attitude scores toward multi-cultural education. Moreover, it has been seen that demographic variables and three dimensions of cultural intelligence (metacognition, motivation and behavior) are significant predictors of the attitude toward multi-cultural education. As the result of the study, it has been concluded that cultural intelligence plays an important role on the attitude toward multi-cultural education. Keywords: Culture, multiculturalism, multicultural education, cultural intelligence. SUMMARYPurpose and significance: The purpose of this study was to investigate the relationship between pre-service teachers' cultural intelligence and their attitude toward multi-cultural education. For this purpose, the following questions were addressed:

In recent years educational organizations have begun to be administered by more sharing, participation and democratic principles. The school-based management approach accelerated during the decentralization period in education is also seen as a cause for spread of leadership throughout the school. This trend is reflected in the educational leadership literature, which began to describe as distributed leadership (DL), the process/approach of spreading leadership organization-wide. However, the extent to which leadership in educational organizations is distributed cannot be easily delineated, particularly in countries such as Turkey where the system was established and managed centrally. Yet, DL attracts researchers’ attention in terms of the organizational behaviours. It ascribes to teachers, such as their commitment and associated psychological contracts (PCs). In this study of Turkish schools that are centrally organized, we consider the relationship between DL and teachers’ perceptions of their PC levels. As the research variables are multilevel, the data collected from 466 teachers working in 34 different schools were analysed by hierarchical linear modelling. The analyses indicated that the distribution of leadership among school managers was a significant predictor of the PCs of the teachers. However, the observed variance in the PC was determined to be explained by the service periods of teachers.