Institutions of higher education want to diversify their learning climates, and many offer courses in multiculturalism, yet these courses still do not meet the needs of attitudinal change. A new instrument was developed, the Munroe Multicultural Attitude Scale Questionnaire (MASQUE), that was theoretically based in Banks's transformative approach, which specifically measured multicultural attitudes. Psychometric properties of the instrument's scores are discussed. Exploratory factor analysis supported the "know," "act," and "care" domains of Banks's transformative approach, and the instrument was sensitive to detecting group differences on several demographic variables. The MASQUE's potential uses for affecting multicultural research and instruction are discussed.
Purpose – Teachers constitute one of the largest groups of knowledge workers. The purpose of this paper is to examine the antecedents and outcomes of teachers’ task and extra-role performance (ERP) under two different autonomy regimes in charter and regular public schools. A special emphasis was given to the ERP of teachers. Both the predictors and outcomes of teacher work performance were comparatively investigated in these two different school environments. Design/methodology/approach – By applying a social-cognitive perspective and a causal comparative design, the study comparatively tested the reciprocal relationships among the study variables in public and charter schools. The clustered sample included 812 public school teachers and 112 charter school teachers. Findings – The findings revealed that the predictors and outcomes of teachers’ task and ERP have differing dynamics in these two distinct types of public schools. The School Type, which represented the differences in school autonomy between public and charter schools, appeared to be the strongest differentiating factor across two groups of schooling. Both types of teacher performance (task and extra role) in charter schools outweighed their counterparts in public schools. Similarities and differences were observed on the predictors and outcomes of teacher work performance. Originality/value – The current study contributed to the scant literature on the effects of school autonomy on teacher task and ERP. A clear understanding on the predictors and outcomes of teacher work performance under two different school autonomy regimes may guide practitioners and policymakers in their efforts to bring public schools to a more competitive edge.
Purpose The purpose of this study was to examine whether the levels of cultural intelligence (CQ) of principals and teachers influence Latino students’ achievement. The study first tested the applicability of Ang and Van Dyne’s (2008) Cultural Intelligence Questionnaire (CQS) for the measurement of principals and teachers’ CQ levels by construct validating this instrument. Later, it investigated whether the CQ levels of principals and teachers explain the achievement levels of Latino students in mathematics and language arts. Design/methodology/approach A naturalistic relational research design was used to study the relationships between the study variables. Participants included a cluster random sample of 86 principals and 311 teachers in a southern state. The convergent validation was used to establish the construct validity of the CQS by correlating CQS subscale scores with several measures of principal and teacher multicultural exposure. A series of hierarchical multiple regression analyses were conducted to investigate the association between the principal and teacher CQS subscale scores and the Latino student achievement scores on state standardized tests. Findings The four-factor structure of the CQS scale was found to be valid in the educational settings. Principals’ level of CQ significantly predicted Latino students’ achievement scores of eight grade math and eight grade language arts. On the contrary to the expectations, there was no evidence to suggest that teacher-level CQ as measured by the CQS is predictive of Latino student achievement. Further analyses showed that multicultural exposures of teachers, such as being multilingual and visiting other countries, significantly predicted Latino students’ language arts performance. Originality/value This study has policy and research implications toward understanding and eliminating achievement gaps of Latino student populations. It sheds empirical light on whether this gap can be explained with the multicultural intelligence levels of principals and teachers, the two most influential actors in schools. By construct validating CQS, the study methodologically contributed to the pertinent educational research, which lacks instruments for the measurement of CQ levels of educational workforce.
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