Çokkültürlü ve çokkültürlülük kavramları son dönemlerde birçok alanda tartışılan ve önemsenen bir fenomen durumundadır. Çokkültürlülük bir sosyal felsefe ve politika olarak, çeşitliliği kabul edip, değer vermek farklı kültürel gruplardan ve farklı etnik gruplardan uyumlu bir toplum oluşturma çabasını ifade eder (Aydın, 2013). Çokültürlü eğitim, çokkültrülülüğün eğitim boyutunu ifade eder. Çokkültürlü eğitim, hangi kültürden olursa olsun bütün bireylerin eşit eğitim imkânına sahip olması gerektiğini savunur. Bu eğitim türü hangi cinsiyet, sosyal sınıf, ırk ve kültürden olursa olsun bireylerin okulda eşit eğitim imkânına sahip olmaları gerektiğini savunur. Çokkkültürlü eğitim, farklı kültürlerin zenginlik olduğunu, bir milleti zenginleştirdiğini, yaşanan bireysel veya toplumsal sorunlarda çözüm yöntemlerini artırdığını savunur (Aydın, 2013). Bu araştırmanın amacı, İstanbul ilinde görev yapan okul yöneticileri ve öğretmenlerin çokkültürlülük, çokkültürlü eğitim, kendini çokkültürlü eğitim konusunda yeterli hissetme, çokkültürlü eğitim hakkındaki algılarını belirlemektir. Bu amaçla oluşturulan ölçek İstanbul ilinde görev yapan 382 öğretmen, 38 Okul yöneticisi olmak üzere toplam 420 katılımcıya uygulanmıştır. Ölçeğin Cranbahch Alpha iç tutarlık katsayısı hesaplanmış ve bu katsayı .90 olarak bulunmuştur. Yapılan faktör analizi sonucunda, ölçekteki 20 maddenin tek boyutu için varyansın % 44’ünü açıkladığı tespit edilmiştir. Verilerin analizi ortalamalara bakılarak yorumlanmış, ayrıca demografik değişkenlerle olan ilişkileri Mann Whitney U ve Kruskal Wallis Testleri yapılarak incelenmiştir. Araştırma sonuçlarına göre, öğretmenlerin çokkültürlü eğitim konusunda algılarının yüksek düzeyde olduğu tespit edilmiştir.

Multicultural education is a reform movement which will bring about basis changes in education system(Aydın, 2013). Culture has become a phenomenon which includes multiculturalism and education concepts, is discussed and cared about in a lot of field from sociology to political science, from philosophy to education science. According to Uygur (2013), culture means reality which people exist in and produce. Multiculturalism is an alternative education reform against assimilation which accepts the presence of different culture in a country (Aydın, 2013). Multicultural education has been a matter come into question and discussed in all of the countries recently. While lots of countries are making applications of multicultural education, most of the countries are experiencing the disccusing extent and trying to find ways for the applications. Multiculturalism subjects have come into question also in Turkey lately. The aim of this study is to define the perception of school administrators and teachers about the applications of multicultural education and to feel themselves sufficient about the multicultural education. For this purpose, Multicultural Education Perception Scale has been developed for school administrators and teachers by regarding the view of experts. Lots of research have been done about the multicultural education in the world. It is also clear that the research about the multicultural education in Turkey have increased in the last ten years. The perception and view of school administrators and teachers working at state schools in Turkey, which doesn’t sit by to these improvements in the world, is also a mystery. So school administrators and teachers, who work at state schools in one of the county of Istanbul, were chosen for the study. At the end of this study, it is thought that lots of new study can be done in the light of results obtained from the study. Furthermore, in the light of answers given by school administrators and teachers, this study results will be effective in a likely multicultural education program and in the applicaiton of the multicultural education which will come true in Turkey. The questions of this research were constituted to learn what the school administrators and teachers’ views are about the multicultural education and to learn their perception towards the multicultural education. The questions of the research are below: • What is the perception of school administrators and teachers working at primary and secondary school towards the multicultural education generally? • Is there a meaningful difference between the perception of school administrators and teachers working at primary and secondary school towards the multicultural education and age, sex, ethnic origin, educational status, anteriority variable? • What are the opinions of school administrators and teachers working at primary and secondary schools about the disadvantages of multicultural education? • What are the opinions of school administrators and teachers, working at secondary and primary schools, about transferring multicultural education to curriculum and education system? This research was carried out with the mixed method in which quantitive and qualitative techniques were used together. Mixed method and latitude projection in which quantitive and qualitative data collected together and two kinds of data in order to answer research questions were chosen. Mixed research is powerful research method as it unites quantitive and qualitative data (Creswell, 2012). While closed-ended questions were used to define the level of perception about the multicultural education and the variables related to this level, the views about the disadvantages of multicultural education and transfering this to education system were collected with two open-ended questions. Option was added to two open-ended questions. On the other hand, by adding the ‘others’ option, a chance was given to participants to write their view differe