The Relationship between Cultural Intelligence and the Attitudes towards Refugee Students: A Study on Primary School Teachers

Abstract

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.

Öğretmenlerin Kültürel Açıdan Duyarlı Öğretim Öz Yeterliliklerinin Değerlendirilmesi: Bir Uyarlama ve Uygulama Çalışması

“…Bu durumun ilkokul öğretmenlerinin öğrencilerle daha yakın, bütüncül ve kapsayıcı bir etkileşim içinde olmalarından kaynaklandığı söylenebilir. Benzer şekilde Alev ve Kara (2021) tarafından yapılan çalışmada da sınıfında Suriyeli öğrenci bulunan ilkokul öğretmenlerinin mülteci öğrencilere yönelik tutumunun kısmen yüksek düzeyde olduğu sonucuna ulaşılmıştır. Araştırmanın bulgularına karşıt olarak, Bulut ve Başbay (2014) lisede görev yapan öğretmenlerin çok kültürlü yeterlik algılarının ortaokul ve ilkokulda görev yapan öğretmenlere göre daha yüksek olduğunu tespit etmişlerdir.…”

Disadvantages and solutions of a model in asylum seeker education: Temporary education centers (TECs)

“…Because of these, and other reasons, the concept of TECs was reorganized in 2016. With this new paradigm, it is aimed that asylum seeker children who have completed their education in TECs continue their education with peers in local schools (Alev & Kara, 2021). In this way, it has been tried to prevent the negativities such as increase in crime, and unemployment rates, unplanned urbanization, and the absence of equity in public services that arise with migration in the future (Tasdan et al, 2016).…”