Factor Structure of Multicultural Teaching Competency Scale for School-teachers in Hong Kong - Version 2020 - Article 1

Oct 15, 2026

Uploaded by Franzy

This study investigates teachers’ perceptions of multicultural classroom teaching competency among 421 teachers from 16 schools in Hong Kong. The research validates a culturally appropriate version of the Multicultural Teaching Competency Scale using confirmatory factor analysis, evaluates three competency types, and provides recommendations for teacher-education institutes and policymakers. Findings support a tripartite model of skills, knowledge, and relationships, with relationships identified as the most important component.

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Abstract

Introduction

Cultural Diversity in the Hong Kong Classroom

Australian Journal of Teacher Education | Volume 45 Issue 7 | Article 1 | | --- | --- | | 2020
Factor Structure of Multicultural Teaching Competency Scale for School-teachers in Hong Kong
Chi Hung Leung
The Education University of Hong Kong, chhleung@eduhk. hk
Ming Tak Hue mthue@eduhk.hk
Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)
Part of the Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, and the Elementary Education and Teaching Commons | | Recommended Citation Leung, C., & Hue, M. (2020) . Factor Structure of Multicultural Teaching Competency Scale for Schoolteachers in Hong Kong. Australian Journal of Teacher Education, 45(7) . Retrieved from [https://ro.ecu.edu.au/ajte/vol45/iss7/1](https://ro.ecu.edu.au/ajte/vol45/iss7/1) [This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol45/iss7/1](https://ro.ecu.edu.au/ajte/vol45/iss7/1) Factor Structure of Multicultural Teaching Competency Scale for School-teachers in Hong Kong Chi Hung Leung Ming Tak Hue The Education University of Hong Kong, Hong Kong. Abstract: This study investigates the perceptions of teaching competency in multicultural classrooms held by 421 teachers at 16 schools in Hong Kong. The aims ofthe study are (a) to use confirmatory factor analysis to validate a culturally appropriate version of the Multicultural Teaching Competency Scale (MTCS),(b) to assess three types of multicultural-teaching competency, and (c) to provide recommendations for teacher-education institutes and policymakers on developing effective training in multicultural education. The results indicate that a tripartite model assessing skills, knowledge, and relationships, the core features of multicultural-teaching competency as assessed by theMTCSfrom a HongKong sample. The teachers all identified multicultural-teaching relationships as the most important component of multicultural-teaching competency. Future researchers should examine the concurrent validity of the MTCS and the cultural contexts of multicultural-teaching relationships. Recommendations are also made for incorporating the Confucian beliefs offairness, justice, and equity into multicultural classroom. Introduction Hong Kong is widely recognized as an international and ethnically diverse city. Although ethnic minority residents currently comprise only 5% of the population, this proportion has increased sharply. In 2001, 11,204 ethnic minority students (EMSs) under the age of 15 were enrolled in Hong Kong schools. By 2006, this number had grown by 20% to 13,472. In 2007, 28,722 EMSs were studying full time at educational institutions in Hong Kong. By 2011, this number had increased by 50% to 42,079 (Hong Kong Census and Statistics Department, 2007). Many of these students come from disadvantaged socioeconomic backgrounds, and often experience difficulties in learning Chinese and English, along with various adaptation problems. To date, no policies on ethnic-minority education or multicultural education have been formulated in Hong Kong (Jackson, 2014; Poon-McBrayer, 2014); the majority of the region’s EMSs are allocated to a small number of primary and secondary schools and taught by local Chinese teachers. Some researchers have raised concerns about the extent to which classroom support fulfills the learning needs of these students, given their cultural diversity; and others have investigated teachers’perceptions oftheir own teaching competency in such multicultural classrooms (Bhowmik, 2013; Bhowmik & Kennedy, 2013; Kennedy, 2011, 2012). The insights provided in the current study will help teachers, school managers, and policy makers to foster teachers’multicultural-teaching competency and create supportive multicultu

FAQs

What does the study investigate about multicultural classrooms in Hong Kong?

It examines teachers’ perceptions of teaching competency in multicultural classrooms, focusing on how competency can be measured and understood within the Hong Kong context.

How is the Multicultural Teaching Competency Scale validated in this research?

The study uses confirmatory factor analysis to validate a culturally appropriate version of the MTCS for the Hong Kong sample.

What is the key competency component identified as most important?

Teachers identified multicultural-teaching relationships as the most important component of multicultural-teaching competency.

Oct 15, 2026

Uploaded by Franzy