Preliminary communication
https://doi.org/10.15516/cje.v18i3.1751
Intercultural Sensitivity of Teachers
Dijana Drandić
; Academy of Music, Juraj Dobrila University of Pula
Abstract
The aim of the empirical research, conducted in the primary schools in the city of Pula and decribed in the current paper, was to examine (1) whether or not the teachers were interculturally sensitive and, if yes, to what extent, and (2) whether or not the teachers' intercultural sensitivity was affected by the factors, such as: their professional qualifications (class teaching – subject teaching), gender (male - female), school location (central or branch school) and years of service (up to 10 years, 11-20 years, and more than 20 years). The Intercultural Sensitivity Scale – ISS by Chen and Starosta (2000) was used as a measuring instrument here. This scale measures the intercultural sensitivity by focusing on 24 dependent items (variables/statements) linked to 4 independent variables and, thus, defining examinees. The results, obtained through the frequency analysis and the Chi-square test, as well as through the analysis of some statistically relevant figures (significance level 5%), suggest that – in terms of intercultural sensitivity – no statistically relevant difference subsists between the teachers. The participants proved to be interculturally sensitive; their professional qualifications, gender, school location and years of service did not affect their intercultural sensitivity level. Moreover, the research was also used to check the validity and reliability of the Intercultural Sensitivity Scale within the context of the Croatian educational system.
Keywords
interaction between culturally diverse individuals; intercultural competence; student; teacher
Hrčak ID:
167968
URI
Publication date:
28.9.2016.
Visits: 3.256 *