Abstract:

There are many factors that influence the effectiveness of the teaching process and the suitability of the needs of the age. Among these factors, the teachers are key. One of the characteristics that teachers need to have in accordance with the needs of the age is intercultural sensitivity. Class teachers who work in primary schools, the beginning of compulsory education, are the teachers that many students first encounter. Therefore, the aspects that classmates perceive as cultural diversity and inter-cultural sensitivities are highlighted. This research was carried out with the aim of determining the aspects that classmates perceive as cultural diversity and intercultural sensitivities. The study was carried out with a karma research model. The universe of research is formed by class teachers who are working in the official primary schools located in the center of Gaziantep or Shahinbey district. The example of the study is 401 class teachers who are working in the Shahinbey district. The data was collected through 401 class teachers. The data is collected with the open end question "Personal Information Form", "Intercultural Sensitivity Scale" and "What are the elements you see as cultural differences in students." The study group consisted of 272 people who answered an open-end question. In the analysis of qualitative data, the visual analysis, the t-test in the analysis of quantitative data and the one-way variance analysis were performed. The study found that male teachers’ inter-cultural sensitivity scale and scale sub-dimensional score average were higher than female teachers. As a result of the analysis on the quality data of the study, the two aspects that class teachers most refer to as cultural differences are defined as differences based on "language" and "social experiences".

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