Öğretmenlerin Çok Kültürlü Eğitim Uygulamalarını Etkileyen Faktörler

Abstract

Kosovo is one of the countries with a multicultural social structure. This multicultural social structure is naturally reflected in schools and classrooms. Classes with a multicultural structure can affect teachers' teaching-learning conceptions. Teachers' perspective and knowledge on multiculturalism also shape the understanding of multicultural education. In this study, it is aimed to determine teachers' level of knowledge, belief, attitude and self-efficacy in Kosovo about multicultural education. The study was carried out with 975 Albanian, Turkish and Bosnian volunteer teachers working in Kosovo. The data were collected using six scales that were developed by Yıldırım and Tezci. Research data were analyzed with path analysis. At the end of the study, it was found that teachers' knowledge of multicultural education, conceptual information about cultural differences, belief about the necessity of multicultural education, attitude towards cultural differences, and self-efficacy perception were related to multicultural education and they highly used in-class multicultural teaching practices. The moderately positive relationship between the variables was determined. It was also reached that all of these variables predicted multicultural classroom teaching practices. And finally, it was found that developing teachers' perceptions of self-efficacy, knowledge and belief about multicultural program implementations was more important.