DEVELOPING CULTURALLY RESPONSIVE TEACHER ROLES SCALE


Nowadays, together with the phenomenon of increasing migration, the existence of different cultures together are becoming more important. The coexistence of different cultures affects social life and society are reshaped according to the needs of living together. The emerging social needs manifest themselves also in the field of education. At this point, it is important to know the concepts such as culturally responsive education, culturally responsive teaching, culturally responsive teacher and what behaviors are expected of the teacher in this process. The aim of this study is to develop a culturally responsive teacher roles scale and to examine the opinions of teachers and school principals on the subject according to various variables. The study group consisted of 476 teachers and school administrators. Cross-sectional survey model was used in the study. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA), item total chorealsions, Cronbach's alpha analysis, two-half reliability analysis, t-test and ANOVA were used to analyze the data. According to the results of CFA, it was seen that fit indices are RF2 = 297.53, sd = 150, N2 / sd = 1.98, RMSEA = .075, NFI = .95, NNFI = .97, CFI = .97, IFI = .97, RFI = .95, SRMR = .056 and good fit is observed. For the reliability of the scale, the lowest Cronbach alpha coefficient was calculated as .88. Therefore, it was found that culturally responsive teacher behavior scale which is consists of two factors and 19 items, was a valid and reliable. According to research findings, while teachers' opinions has significant difference according to gender and school type variable. Female teachers and primary school teachers have more positive opinions. There is no significant difference according to seniority, duty and educational status variables.


Keywords


Culturally responsive teacher roles, Culturally regulating teacher, Culturally-mediating teacher, Culturally responsive education.

Author : Funda NAYİR
Number of pages: 3273-3292
DOI: http://dx.doi.org/10.29228/TurkishStudies.39584
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Turkish Studies-Educational Sciences
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