International Journal of Progressive Education
Abbreviation: IJPE | ISSN (Print): 1554-5210 | DOI: 10.29329/ijpe

Original article | International Journal of Progressive Education 2020, Vol. 16(6) 151-163

Examination of the Teachers Multicultural Perceptions: Sample of Hatay Province

Ali Mazı

pp. 151 - 163   |  DOI:

Published online: December 07, 2020  |   Number of Views: 19  |  Number of Download: 53


The objective of this research is to evaluate the multicultural perceptions of teachers working in Hatay city in terms of various variables. The study was carried out in the descriptive survey model, and the population consists of teachers working in different schools in the city of Hatay during the 2017–2018 academic year. The sample of the study comprises of a total 300 teachers, 136 male and 164 female, who were randomly selected. In the study, along with ‘Multiculturalism Perception Scale’ (MPS) composed of 25 items and developed by Ayaz (2016), “Personal Information Form”, which aims to determine the demographic characteristics of teachers, and which was developed by the researcher, were used.  Subsequently, for the identified sub-objectives; the arithmetic mean was used to specify the teachers' perceptions of multiculturalism; independent groups t-test to identify the relevance with gender variable and ANOVA were used to examine the relationship between age, branch and school type variables. Data was analysed using SPSS 21 and Mplus 7 programs. In order to examine teachers' multicultural perception levels in terms of various variables, t-test, one-way analysis of variance (ANOVA) tests were applied. In conclusion, it was discovered that teachers' perceptions of multiculturalism did not change statistically according to gender and age variables, but it was found that there was a statistically significant change according to branch and school type variables. A statistically significant difference between teachers' perceptions of multiculturalism was found only among preschool teachers and branch teachers. According to the school type variable, teachers' perceptions of multiculturalism differed significantly only between preschool and secondary school teachers.

Keywords: Multiculturalism, Perception of Multiculturalism, Teacher

How to Cite this Article?

APA 6th edition
Mazi, A. (2020). Examination of the Teachers Multicultural Perceptions: Sample of Hatay Province . International Journal of Progressive Education, 16(6), 151-163. doi: 10.29329/ijpe.2020.280.9

Mazi, A. (2020). Examination of the Teachers Multicultural Perceptions: Sample of Hatay Province . International Journal of Progressive Education, 16(6), pp. 151-163.

Chicago 16th edition
Mazi, Ali (2020). "Examination of the Teachers Multicultural Perceptions: Sample of Hatay Province ". International Journal of Progressive Education 16 (6):151-163. doi:10.29329/ijpe.2020.280.9.

  1. Agirdag, 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. [Google Scholar] [Crossref] 
  2. Akman, Y. & Imamoglu Akman, G. (2017). The investigation of teachers’ multicultural education attitude according to the perception of social intelligence. Sakarya University Journal of Education, 7 (1), 34-48. DOI: 10.19126/suje.306954. [Google Scholar]
  3. Arsal, Z., Mumcu Arsal M. D. & Akcaoglu, M. O. (2017). Multicultural experiences, attidutes and beliefs of pre-service music teachers. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17 (1), 17- 31.DOI: 10.17240/aibuefd.2017.17.28551-304618. [Google Scholar]
  4. Arslan, A. & Calmasur, H. (2017). Analysis of multiculturalism and democratic attitude of elementary and secondary grade teachers in the sense of various variables. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, (34), 90-109. Retrieved from [Google Scholar]
  5. Asada, H., Swank, E. & Goldey, G. T. (2003). The acceptance of a multicultural education among appalachian college students. Research in Higher Education. 44, 99-120. DOI: [Google Scholar] [Crossref] 
  6. Aslan, M. & Kozikoglu, I. (2017). Teachers’ attitudes toward multicultural education: Sample of Van. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 31, 729-737. DOI: [Google Scholar]
  7. Ayaz, M . (2016). Multiculturalism perception scale: Reliability and validity study. Elektronik Sosyal Bilimler Dergisi, 15 (57), 0-0. DOI: 10.17755/esosder.11595. [Google Scholar]
  8. Banks, J. A. (2013). An Introduction to Multicultural Education (5th Edition.).Pearson. London. United Kingdom. [Google Scholar]
  9. Banks, J. A., Cookson, P., Gay, G., Hawley, W. D., Irvine, J. J. & Nieto, S. (2001). “Diversity Within Unity: Essential Principles for Teaching and Learning in a Multicultural Society”, [Google Scholar]
  10. Basarir, F., Sari, M. & Cetin A. (2014). Examination of teachers’ perceptions of multicultural education. Pegem Eğitim ve Öğretim Dergisi, 4(2), 91-110. DOI: 10.14527/pegegog.2014.011. [Google Scholar]
  11. Browne, M. W. & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen and S. Long (Eds.), Testing structural equation models (pp.131- 161). Newbury Park, CA: SAGE Publications. [Google Scholar]
  12. Bulut, C. & Basbay, A. (2015). Determination of teachers’ multicultural competence perceptions. Kastamonu Eğitim Dergisi, 23 (3), 957-978. Retrieved from [Google Scholar]
  13. Buyukozturk, S. (2009). A handbook of data analysis for social studies. Ankara, Turkey: Pegem Publications.  [Google Scholar]
  14. Buyukozturk, S., Bokeoglu, C. O. & Koklu, N. (2010). Statistics for social studies, Ankara, Turkey: Pegem Publications. [Google Scholar]
  15. Case, C. E., Greeley, A. M. & Fuchs, S. (1989). Social determinants of racial prejudice, Sociological Perspectives, 32(4), 469-483. [Google Scholar]
  16. Cirik, I. (2008). Multicultural education and its reflections. H. U. Journal of Education, 34 (34), 27-40. Retrieved from [Google Scholar]
  17. Culpepper, K. P. (2003). Teacher perception of multiculturalism and the use of responsive pedagogy. (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3126659). [Google Scholar]
  18. Celik, H. (2008). Multiculturalism and the appearance in Turkey. Uludağ Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi, 9 (15), 319-332. Retrieved from [Google Scholar]
  19. Coban, A. E., Karaman, N. G. & Dogan, T. (2010). Investigation of preservise teachers’ perspective on cultural diversity in terms of various demogrphic variables. Abant İzzet Baysal Üniversitesi Dergisi, 10(1). 125-131. Retrieved from [Google Scholar]
  20. Damgaci, F. & Aydin, H. (2013). Attitudes of the academicians towards multicultural education. Elektronik Sosyal Bilimler Dergisi, 12 (45), 325-341. Retrieved from [Google Scholar]
  21. Demir, S. (2012). Importance degree of multicultural education according to Erciyes University faculty members. International Periodical for the  [Google Scholar]
  22. Languages, Literature and History of Turkish or Turkic, 7 (4), 1453- [Google Scholar]
  23. 1475. DOI: 10.7827/TurkishStudies.3871. [Google Scholar]
  24. Demircioglu, E. & Ozdemir, M . (2014). Analysis of pedagogical formation students’ attitudes toward multicultural education. Ege Eğitim Dergisi, 15 (1), 211-232. DOI: 10.12984/eed.22924. [Google Scholar]
  25. Eginli, A. T. & Isik S. (2012). The rising sound of multiculturalism in Mediterranean : Antakya choir of civilizations, Çağdaş Yerel Yönetimler, 21(2), 49-67. [Google Scholar]
  26. Emiroglu, D. (2016). Avrupa Birliği’nin çokkültürlülük ile imtihanı. Dokuz Eylül Ünivesitesi İlahiyat Fakültesi Dergisi, (44), 91-121. DOI: 10.21054/deuifd.284948. [Google Scholar]
  27. Erdogan, I. (2017). Examination of theology faculty students’ perceptions of multiculturalism: Konya Province Sample. TİMAV. (34), Aralık, Konya, 131-137. [Google Scholar]
  28. Geel, M. V. & Vedder, P. (2011). The role of family obligations and school adjustment in explaining the immigrant paradox. J Youth Adolescence, 40, 187-196. DOI: 10.1007/s10964-009-9468-y. [Google Scholar]
  29. Gezer, M. & Sahin I. (2017). An analysis of the relationships between attitudes towards multicultural education and cultural intelligence using the structural equation model. Doğu Coğrafya Dergisi. 22 (38), 173 138, DOI: 10.17295/ataunidcd.323139. [Google Scholar]
  30. Green, S., Salkind, N. & Akey, T. (2000). Using SPSS for Windows: Analysing and understanding data. New Jersey: Practice Hall. USA. [Google Scholar]
  31. Herron, K., Green, J., Russell, F. A., & Southard, M. (1995). Evaluation of multicultural education in schools from the teachers’ perspective. Annual Meeting of the American Educational Research Association. Retrieved from ERIC, ED384635. [Google Scholar]
  32. Karasar, N. (2006). Scientific research method. Ankara, Turkey: Nobel Academic Publications. [Google Scholar]
  33. Kaypak, S. (2014). Examination of Antakya in terms of urban identity. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7 (14), 373-392. Retrieved from [Google Scholar]
  34. Kocak, S. & Ozdemir, M. (2015). The role of cultural intelligence on the pre-service teachers’ attitude toward multi-cultural education. İlköğretim Online, 14 (4), 1352-1369. DOI: 10.17051/io.2015.63742. [Google Scholar]
  35. Kymlicka, W. (1996). Multicultural Citizenship A Liberal Theory Of Minority Rights. Oxford Scholarship Online: November 2003 . DOI:10.1093/0198290918.001.0001 [Google Scholar]
  36. Marks, M. J. & Smrekar, J. L. (2003). A dialogues in diversity: Taking the first steps. Annual Meeting of the Pennsylvania Association of Colleges and Teacher Educator. Grantville, PA.USA. [Google Scholar]
  37. McCray, C. R., Wright, J. V., & Beachum, F. D. (2004). An analysis of secondary school principals’ perceptions of multicultural education. Education, 125(1), 111–120. Retrieved from [Google Scholar]
  38. Swick, K. J., Boutte, G. & Scoy, I. (1994). Multicultural learning through family involvement. Dimensions, 22 (4), 17-21. adresinden erişildi. [Google Scholar]
  39. Tortop, H. S. (2014). Attitudes of candidate teachers towards multicultural and gifted education. Üstün Yetenekliler Eğitimi ve Araştırmaları Dergisi (UYAD), 2(2), 16-26. [Google Scholar]
  40. UNESCO, (2004). Changing teaching practices: Using curriculum differentiation to respond to students’ diversity. Paris. France:UNESCO. [Google Scholar]
  41. Vervaet, R., Van Houtte, M., & Stevens, P. A. J. (2018). Multicultural teaching in Flemish secondary schools: The role of ethnic school composition, track, and teachers’ ethnic prejudice. Education and Urban Society, 50(3), 274–299. [Google Scholar] [Crossref] 
  42. Yazici, S., Basol, G. & Toprak, G. (2009). Teachers’ attitudes toward multicultural education: A study of Reliability and validity. H. U. Journal of Education, 37 (37), 229-242. Retrieved from [Google Scholar]