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A 44-item Multicultural Teaching Competence Scale measured knowledge, skill, and awareness domains. Results show stronger certainty in the knowledge dimension, but lower confidence in skills. T-test results indicate multicultural training increases awareness, knowledge, and skill scores, and language proficiency predicts competence, while age, teaching experience, stream, and gender do not show significant relationships.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-primary-school-teachers-multicultural-competence-and-its-correlates-full-length-research-paper/590747/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-primary-school-teachers-multicultural-competence-and-its-correlates-full-length-research-paper/590747.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about primary school teachers?","Question",{"text":112,"@type":113},"The study examines primary school in-service teachers’ multicultural competence and the correlates associated with it, including training and personal background factors.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was multicultural competence measured?",{"text":117,"@type":113},"Multicultural teaching competence was measured using a scale with 44 items, collecting data from 183 randomly selected in-service teachers.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors were significantly related to multicultural competence?",{"text":121,"@type":113},"Multicultural training significantly increased awareness, knowledge, and skill scores, and the number of languages participants could speak was a good predictor of multicultural competence.",{"name":123,"@type":110,"acceptedAnswer":124},"Were age, teaching experience, stream, and gender significantly related to multicultural competence?",{"text":125,"@type":113},"No. The study reports that age and teaching experiences, as well as stream and gender, were not significantly related to multicultural competence.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},590747,1792873969,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":148,"preview_page_count":4},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","African Educational Research Journal Vol. 5(3), pp. 194-199, August 2017 ISSN: 2354-2160  \nFull Length Research Paper  \nExploring primary school teachers’ multicultural competence and its correlates  \nYirgalem Alemu  \nCollege of Education and Behavioural Sciences, Haramaya University, Ethiopia.  \nAccepted 15 June, 2017  \n\n| ABSTRACT\u003Cbr>The study examined multicultural competence of primary school in-service teachers at one of the local teachers training colleges. Data was collected from 183 in-service teachers who were randomly selected from all batches of students (first year to fourth year) . Multicultural teaching competence scale that had 44 items was used as an instrument to collect data. The result revealed that the majority of the participants were sure about knowledge dimension of the competence scale but not sure about their skill competence. The t-test result showed that the participants who had taken multicultural training had significantly higher mean score in awareness, knowledge, and skill domains compared to the participants who had not taken multicultural instruction/training. The number of languages participants could speak was also a good predictor of multicultural competence. However, age and teaching experiences, stream and gender were not significantly related to multicultural competence.\u003Cbr>Keywords: Multicultural competence, quality education, in-service teachers, primary school. |\n| --- |\n| E-mail: [yalemu1982@gmail.com. Tel:](yalemu1982@gmail.com. Tel:) (251) 911 91 01 94. |\n\nINTRODUCTION  \nEthiopia experienced a change of government in 1991 that led to constitutional and educational reforms in the country. These constitutional provisions and educational reforms facilitated access to education to the nations and nationalities of Ethiopia. For instance, Article 39 of the constitution states,“Every Nation, Nationality and People in Ethiopia has the right to speak, to write and to develop its own language; to express, to develop and to promote its culture; and to preserve its history” (The Constitution of the Federal Democratic Republic of Ethiopia 1995, p.  \n96) . This constitutional provision was reinforced by reforms in the education system of the country. The educational reforms include a new education policy. Oneof the objectives of the Education and Training Policy ( ETP) (1994) is to “ … bring up citizens who respect human rights, stand for the well-being of people, as well as for equality, justice and peace endowed with democratic culture and discipline” (ETP, p .7) . The educational reforms also include educational administration, new school curricula, and the use of languages of nationalities as media of instruction.  \nThe constitutional provisions and educational reforms  \ninstilled a sense of freedom and pride among nations in the country. Encouraged by these reforms and expansions of schools in their vicinities, people from all corners of the country started to send their children to schools. For example, during the first two Education Sector Development Programs (ESDP I and II) enrolment rates in primary schools had risen from 3 million in 1994/95 to 15.5 million in 2008/09-an increase over 500% (MoE, 2010) . People from different regions, cultures, languages, socio-economic status, sex, age, and religions backgrounds had obtained access to education. Currently, classrooms in Ethiopia are more diverse than any time before.  \nThese diverse classrooms call for an educational practice that offers schoolchildren with the opportunities to appreciate their differences, while enabling them to acquire the skills, attitudes and knowledge essential for making a living within diversities. Scholars like Nieto (1996) stresses that the education system of the twentyfirst century demand schools to be responsive to pupils regardless of their ethnic origin, social class, gender, language, or mental health and physical disabilities. This  \nagain calls for teachers to be competent in their teaching approaches.","cbCaisyHIIi3IYFH","https://ap.wps.com/l/cbCaisyHIIi3IYFH","pdf",73096,"English","# Abstract\n# Introduction\n## The constitutional provisions and educational reforms\n## Why primary education?\n## Previous studies on multicultural competence","[{\"question\":\"What does the study examine about primary school teachers?\",\"answer\":\"The study examines primary school in-service teachers’ multicultural competence and the correlates associated with it, including training and personal background factors.\"},{\"question\":\"How was multicultural competence measured?\",\"answer\":\"Multicultural teaching competence was measured using a scale with 44 items, collecting data from 183 randomly selected in-service teachers.\"},{\"question\":\"Which factors were significantly related to multicultural competence?\",\"answer\":\"Multicultural training significantly increased awareness, knowledge, and skill scores, and the number of languages participants could speak was a good predictor of multicultural competence.\"},{\"question\":\"Were age, teaching experience, stream, and gender significantly related to multicultural competence?\",\"answer\":\"No. The study reports that age and teaching experiences, as well as stream and gender, were not significantly related to multicultural competence.\"}]","Exploring primary school teachers’ multicultural competence and its correlates - Full Length Research Paper | PDF",1792070335,15]