SavedAdd your journal

Journals / Dil Eğitimi ve Araştırmaları Dergisi / 2025 / Cilt: 11 Sayı: 2

A Correlational Study on Multicultural and Egalitarian Beliefs of English Teachers

İngilizce Öğretmenlerinin Çok Kültürlü ve Eşitlikçi İnançlarına İlişkin Korelasyonel Bir Çalışma

Mehtap Şahin(PAMUKKALE ÜNİVERSİTESİ)0009-0005-6817-8870
Çağla Atmaca(PAMUKKALE ÜNİVERSİTESİ)0000-0002-7745-3839
Pages
909–933
Publication Date
2025-10-29
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings revealed that the teachers strongly supported multicultural and egalitarian beliefs.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This correlational study aims to investigate the relationship between the demographic variables and beliefs of English teachers regarding multicultural and egalitarian education.
📊
Key Findings & Data:The study was conducted with 211 English teachers working in public schools in Turkey during the 2023-2024 academic year.
💡
Conclusion & Impact:The findings revealed that the teachers strongly supported multicultural and egalitarian beliefs.
🔬Design:Araştırma Makalesi
📍Scope:2023-2024 Verileri
⚙️Variables:Çok Kültürlü İnançlar · eşitlikiçi inançlar · öğretmen görüşleri

Abstract

This correlational study aims to investigate the relationship between the demographic variables and beliefs of English teachers regarding multicultural and egalitarian education. The quantitative data were collected with the Teacher Cultural Beliefs Scale adapted into Turkish. The study was conducted with 211 English teachers working in public schools in Turkey during the 2023-2024 academic year. The findings revealed that the teachers strongly supported multicultural and egalitarian beliefs. Additionally, there was no statistically significant difference between multicultural and egalitarian beliefs of the participants and their demographic variables (i.e., gender, age, teaching experience, educational level, institution type, pre-service training and in-service training). Further educational implications are discussed.

Özet

Bu ilişkisel araştırma, İngilizce öğretmenlerinin çok kültürlü ve eşitlikçi eğitime ilişkin görüşleri ile demografik değişkenler arasındaki ilişkiyi incelemeyi amaçlamaktadır. Nicel veriler Türkçe 'ye uyarlanmış olan Öğretmen Kültürel İnançları Ölçeği ile toplanmıştır. Çalışma 2023-2024 eğitim öğretim yılında Türkiye'deki devlet okullarında çalışan 211 İngilizce öğretmeni ile yürütülmüştür Bulgular, öğretmenlerin çok kültürlü ve eşitlikçi görüşleri yüksek seviyede desteklediğini ortaya koymuştur. Ayrıca katılımcıların çok kültürlülük ve eşitlikçilik hakkındaki görüşleri ile demografik değişkenleri (cinsiyet, yaş, öğretmenlik deneyimi, eğitim düzeyi, kurum türü, hizmet öncesi eğitim ve hizmet içi eğitim) arasında istatistiksel olarak anlamlı bir fark bulunmamıştır. İlgili eğitsel etkiler tartışılmaktadır.

🔖

Cite This Article

Şahin, M., Atmaca, Ç. (2025). A Correlational Study on Multicultural and Egalitarian Beliefs of English Teachers. Dil Eğitimi ve Araştırmaları Dergisi, Cilt: 11 Sayı: 2, 909–933. https://doi.org/10.31464/jlere.1661310

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (64)

  1. Abdullah, M. N. L. Y., & Abdullah, A. C. (2018). Preschool teachers' attitudes towards multicultural education training in Malaysia. International Journal of Early Childhood Education and Care, 7, 1-13. Available at ERIC with the number EJ1208006.
  2. Ağırdağ, O., Merry, M. S., & Van Houtte, M. (2016). Teachers’ understanding of multicultural education and the correlates of multicultural content integration in Flanders. Education and Urban Society, 48(6), 556-582. https://doi.org/10.1177/0013124514536610
  3. Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7-16. doi:10.1080/20020317.2020.1729587
  4. Akman, Y. (2020). An analysis of the relationship between teachers’ attitudes towards refugee students and their perceptions of multicultural education. PAU Journal of Education, 49, 247-262. doi: 10.9779/pauefd.442061
  5. Alshenqeeti, H. (2014). Interviewing as a data collection method: A critical review. English Linguistics Research, 3(1), 39-45. doi:10.5430/elr.v3n1p39
  6. Aragona-Young, E., & Sawyer, B. E. (2018). Elementary teachers’ beliefs about multicultural education practices. Teachers and Teaching, 24(5), 465-486. doi: 10.1080/13540602.2018.1435527
  7. Aydın, H. (2013). Dünyada ve Türkiye’de çokkültürlü eğitim tartışmaları ve ygulamaları. Ankara: Nobel Akademik Yayıncılık.
  8. Balay, R. (2004). Globalization, information society and education. Ankara University Journal of Faculty of Educational Sciences, 37(2), 61-82. https://doi.org/10.1501/Egifak_0000000097
  9. Banks, J. A. (2013). Çokkültürlü eğitime giriş [Introduction to multicultural education]. (çev. H. Aydın). Ankara: Anı Yayınları.
  10. Banks J. A., & Ambrosio, J. (2002). Encyclopedia of education: Multicultural education. New York: Macmillan.evan.
  11. Brookings Institution. (2023). Education for Syrian refugee children in Turkey. Retrieved from https://www.brookings.edu/research/education-for-syrian-refugee-children-in-turkey.
  12. Büyüköztürk, Ş. (2006). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi Yayıncılık. Can, A. (2013). SPSS ile nicel veri analizi. Ankara: Pegem Akademi Yayıncılık.
  13. Canfield-Davis, K., Tenuto, P., Jain, S., & McMurtry, J. (2011). Professional ethical obligations for multicultural education and implications for educators. Academy of Educational Leadership Journal, 15(1), 95–116.
  14. Cırık, İ. (2008). Çok kültürlü eğitim ve yansımaları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34, 27-40.
  15. Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Abington, Oxon: Taylor & Francis.
  16. Creswell, J. W. (2009). Mapping the field of mixed methods research. Journal of Mixed Methods Research, 3(2), 95-108. https://doi.org/10.1177/1558689808330883
  17. Çam Tosun, F. (2021). Türk eğitim politikalarinda sosyal adalet ve eşitlik. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 5(3), 348-368. https://doi.org/10.34056/aujef.910415
  18. Çiftçi, Y., & Aydın, H. (2014). Türkiye’de çokkültürlü eğitimin gerekliliği üzerine bir çalışma [A study on the necessity of multicultural education in Turkey]. SDU Faculty of Arts and Sciences Journal of Social Sciences/SDÜ Fen Edebiyat Fakültesi Sosyal Bilimler Dergisi, 33, 197-218.
  19. Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik:SPSS ve LISREL uygulamaları (Vol. 2). Ankara: Pegem akademi.
  20. Daniel, E. (2016). The usefulness of qualitative and quantitative approaches and methods in researching problem-solving ability in science education curriculum. Journal of Education and Practice, 7(15), 91-100.
  21. den Brok, P., van Eerde, D., & Hajer, M. (2010). Classroom interaction studies as a source for teacher competencies: the use of case studies with multiple instruments for studying teacher competencies in multicultural classes. Teachers and Teaching: theory and practice, 16(6), 717–733. https://doi.org/10.1080/13540602.2010.517689
  22. Dörnyei, Z. (2007). Research methods in applied linguistics. Quantitative, qualitative and mixed methodologies. New York: Oxford University Press.
  23. Erdoğan, M. (2020). Syrians Barometer 2019: A framework for achieving social cohesion with Syrians in Turkey. UNHCR. Available at: UNHCR Report.
  24. Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4. doi: 10.11648/j.ajtas.20160501.11
  25. Evans, J. (Ed.). (2017). Equality, education, and physical education. Boston: Routledge.
  26. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill.
  27. Gay, G. (1994). A synthesis of scholarship in multicultural education. Retrieved on 08.01.2023. from: http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le0gay.htm#author.
  28. Gay G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). New York, NY: Teacher College Press.
  29. Gay, G. (2015). The what, why, and how of culturally responsive teaching: International mandates, challenges, and opportunities. Multicultural Education Review, 7(3), 123-139. https://doi.org/10.1080/2005615X.2015.1072079
  30. Guo-Brennan, L., & Guo-Brennan, M. (2020). Global citizenship education and social justice for immigrant students: Implications for administration, leadership, and teaching in schools. In: Papa, R. (Ed.), Handbook on promoting social justice in education (p. 2203-2222). Cham: Springer. https://doi.org/10.1007/978-3-030-14625-2_40
  31. Hachfeld, A., Hahn, A., Schroeder, S., Anders, Y., & Kunter, M. (2015). Should teachers be colorblind? How multicultural and egalitarian beliefs differentially relate to aspects of teachers' professional competence for teaching in diverse classrooms. Teaching and Teacher Education, 48, 44-55. https://doi.org/10.1016/j.tate.2015.02.001
  32. Hachfeld, A., Hahn, A., Schroeder, S., Anders, Y., Stanat, P., & Kunter, M. (2011). Assessing teachers’ multicultural and egalitarian beliefs: The teacher cultural beliefs scale. Teaching and Teacher Education, 27(2), 986-996. https://doi.org/10.1016/j.tate.2011.04.006
  33. Kalaycı, Ş. (2010). SPSS uygulamalı çok değişkenli istatistik teknikleri (Vol. 5). Ankara: Asil Yayın Dağıtım.
  34. Kalemoglu Varol, Y., Erbas, M. K., & Unlu, H. (2014). Investigation of cultural beliefs of physical education teacher candidates with faculty of education. Turkish Journal of Sport and Exercise, 16(1), 80-86. doi: 10.15314/TJSE.201416167
  35. Kaya, Y. (2013). Öğretmenlerin çokkültürlülük ve çokkültürlü eğitim hakkındaki görüşlerinin belirlenmesi (Diyarbakır ili örneği) [Determination of teachers' views on multiculturalism and multicultural education (The case of Diyarbakır province)]. Unpublished master thesis. Dicle University Institute of Educational Sciences, Diyarbakır.
  36. Keskin, Y., & Yaman, E. (2014). İlköğretim Sosyal Bilgiler programı ve ders kitaplarında yeni bir paradigma: Çokkültürlü eğitim. Turkish Studies - International Periodical for The Languages, Literature and History of Turkish or Turkic, 9(2), 933-960.
  37. Kim, A. C. (2014). How multiculturalism or egalitarian beliefs of teachers influence the type of cultural information gathered about English language learners. Unpublished graduate thesis. Graduate Faculty of James Madison University, Harrisonburg, Virginia.
  38. Kozikoğlu, İ., & Yıldırımoğlu, S. (2021). Öğretmenlerin çokkültürlü eğitime yönelik tutumlari ile kapsayici eğitimde sinif içi uygulamalari arasindaki ilişki. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi (51), 226-244. https://doi.org/10.53444/deubefd.827397
  39. Kramsch, C. (2014). Language and culture. AILA Review, 27, 30–55. doi 10.1075/aila.27.02kra
  40. Locke, D. C., & Bailey, D. F. (2014). Increasing multicultural understanding. New Delhi: Sage Publications. https://doi.org/10.4135/9781483319582.
  41. Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in preservice teacher education. Theory into Practice, 52(2), 98-109. https://doi.org/10.1080/00405841.2013.770327
  42. Mackey, A., & Gass, S. M. (2005). Second language research: Methodology and design. London: Lawrence Erlbaum Assoc.
  43. Mangkhang, C. (2022). Area-based participatory action learning of social studies pre-service teachers to develop indigenous history learning resources for diversity students in northern thailand. Higher Education Studies, 12(2), 20-34. doi:10.5539/hes.v12n2p20
  44. Marshall, M. N. (1996). Sampling for qualitative research. Family Practice, 13(6), 522-526. https://doi.org/10.1093/fampra/13.6.522
  45. Osindi, A. J. (2021). The case for an egalitarian education system in England: What is stakeholder opinion on abandoning classist structures? Unpublished doctoral dissertation. Lancaster University Institute of Education Sciences, Lancaster.
  46. Özdemir, C. E. (2018). Beden eğitimi öğretmenlerinin çokkültürlü kişilik özelliklerinin çokkültürlü eğitime yönelik tutum ve yeterlik algıları ile ilişkisi. Yayınlanmamış yüksek lisans tezi. Marmara Universitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  47. Özer Koçak, Y. (2020). Sosyal bilgiler öğretmen adaylarının çokkültürlü eğitim tutumları ile kültürel zekaları arasındaki ilişkinin incelenmesi. Yayınlanmamış yüksek lisans tezi. Nevşehir Hacı Bayram Veli Üniversitesi Sosyal Bilimler Enstitüsü, Nevşehir.
  48. Özgen, B. (2012). A research on teacher and teacher candidate beliefs about teaching. Unpublished doctoral dissertation. Marmara University Institute of Educational Sciences, İstanbul.
  49. Patton M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications.
  50. Saldana, D. C., & Waxman, H. C. (1997). An observational study of multicultural education in urban elementary schools. Equity and Excellence in Education, 30, 40–46. doi:10.1080/1066568970300106
  51. Schalk-Soekar, S. R. G., van de Vijver, F. J. R., & Hoogsteder, M. (2004). Attitudes toward multiculturalism of immigrants and majority members in the Netherlands. International Journal of Intercultural Relations, 28(6), 533-550. https://doi.org/10.1016/j.ijintrel.2005.01.009
  52. Schoorman, D., & Bogotch, I. (2010). Conceptualisations of multicultural education among teachers: Implications for practice in universities and schools. Teaching and Teacher Education, 26, 1041-1048. doi:10.1016/j.tate.2009.10.047
  53. Seban, D., & Uyanık, H. (2016). Türkiye'de çokkültürlü egitim: 1-5. sınıf programlarında yer alan kazanımların analizi. Pegem Eğitim ve Öğretim Dergisi, 6(1), 1-18. doi: 10.14527/pegegog.2016.001
  54. Tabachnick, B. G., & Fidell, L. S. (2001) Using multivariate statistics. Boston: Ally and Bacon Pearson Education.
  55. Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A typology with examples. Journal of Mixed Methods Research, 1(1), 77-100. doi: 10.1177/1558689806292430
  56. Tip, L. K., Zagefka, H., González, R., Brown, R., Cinnirella, M., & Na, X. (2012). Is support for multiculturalism threatened by… threat itself? International Journal of Intercultural Relations, 36(1), 22-30. https://doi.org/10.1016/j.ijintrel.2010.09.011
  57. Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). Alexandria, Virginia: ASCD.
  58. Tomlinson, J. (2013). Küreselleşme ve kültür. (çev. A. Eker). İstanbul: Ayrıntı Yayınları.
  59. Torres, C. A., & Tarozzi, M. (2020). Multiculturalism in the world system: Towards a social justice model of inter/multicultural education. Globalisation, Societies and Education, 18(1), 7-18. https://doi.org/10.1080/14767724.2019.1690729
  60. UNESCO. (2017). Education 2030: Incheon declaration and framework for action for the implementation of sustainable development goal 4. Retrieved from https://uis.unesco.org/sites/default/files/documents/education-2030-incheon-framework-for-action- implementation-of-sdg4-2016-en_2.pdf
  61. UNHCR. (2019). Türkiye’de göçmen sayısı. Retrieved on 08.01.2023 from https://www.unhcr.org/tr/unhcr-turkiyeistatistikleri
  62. UNHCR. (2023). UNHCR Turkey: Facts and figures. Retrieved from https://www.unhcr.org/tr/en/unhcr-turkey-facts-and-figures
  63. Yıldırım, S., & Tezci, E. (2016). Teachers' attitudes, beliefs and self-efficacy about multicultural education: A scale development. Universal Journal of Educational Research, 4(12A), 196-204. doi: 10.13189/ujer.2016.041325
  64. Yıldırım, S., & Tezci, E. (2020). Factors that influence teachers' multicultural teaching practices. OPUS- International Journal of Society Researches, 16(27), 13-47. doi: 10.26466/opus.687625