Multicultural teaching efficacy and cultural intelligence of teachers

Abstract

Purpose The purpose of this paper is to examine the impact of learning goal orientation and training readiness on teachers’ multicultural teaching efficacy and cultural intelligence. Design/methodology/approach A total of 182 responses from secondary schools in midwest and southern areas of the USA were analyzed using the hierarchical multiple regression. Findings The findings indicated that learning goal orientation positively influenced both teachers’ multicultural teaching efficacy and cultural intelligence, while training readiness did not significantly affect them. In addition, teachers’ multicultural teaching efficacy positively influenced their cultural intelligence. Research limitations/implications The study implied that high-level learning goal orientation can contribute to enhance multicultural teaching efficacy and cultural intelligence for teachers. Practical implications By conducting needs analysis of participants in advance, trainers can reflect what teachers want and need when designing and implementing a workshop. In addition, trainers could prepare for interventions to improve the participation rate of multicultural workshops and the quality of existing workshop programs. Originality/value This study is important in that it will help to develop culturally sensitive workshop/training programs that can prepare teachers for diverse classroom environments and face potential issues that may arise.

Predicting the Culturally Responsive Teacher Roles With Cultural Intelligence and Self-Efficacy Using Machine Learning Classification Algorithms

“…Watkins and Noble (2016) argue that for teachers to have a positive attitude toward cultural diversity, their cultural intelligence capacity should be high. According to Kang et al (2019) teachers’ multicultural teaching efficacy positively influences their cultural intelligence. On the other hand, it has been determined that those with high cultural intelligence also have high self-efficacy and their professional performance has increases (Ang & Van Dyne, 2015).…”

“…Cruz et al (2020) suggest revealing the factors which play a role in a teacher becoming culturally responsive. In the literature, there has been research related to teachers’ cultural intelligence (Kang et al, 2019; Petrović, 2011; Watkins & Noble, 2016) self-efficacy (Dilekli & Tezci, 2020; Schipper et al, 2020; Song et al, 2020) culturally responsiveness and competence (Karataş & Oral, 2015; Barnes & McCallops, 2019; Gaias et al, 2019; Szlachta & Champion, 2020). These research studies found relationships between certain of the related variables.…”

Bridging job search and perceived employability in the labour market – a mediation model of job search, perceived employability and learning goal orientation

“…JSB is a complex, self-regulated behavior influenced by goal orientation (Noordzij et al, 2013;Payne et al, 2007). People with learning goals consider intelligence and ability as flexible qualities that can be continuously developed through effort and experience (Lin and Chang, 2005;Kang et al, 2019). The most attractive factor that places LGO in career research is that it is an individual preference and can be changed or trained to be changed (Van Hooft and Noordzij, 2009).…”

Are school leaders culturally intelligent? Validation of the cultural intelligence (CQ) scale in the UAE

“…Research to date using CQS has been both strong and encouraging (Kang et al , 2019; Townsend et al , 2015; Collins et al , 2016; Schlägel and Sarstedt, 2016). A recent meta-analysis (Rockstuhl and Van Dyne, 2018) highlighted the predictive power of CQ and demonstrated the incremental validity and the value of the four factors, above and beyond latent CQ.…”