Abstract:

This study aims to study the relationship between teachers’ views on cultural values-sensitive pedagogics and cultural intelligence levels. The study was carried out with 341 teachers. Data collection tools have been used as "Teacher Opinion Scale on Cultural Values Education" and "Cultural Intelligence Scale". In the analysis of the data, arithmetic average, standard deviation, t test, ANOVA, Pearson Collapse Moments Correlation Score and scale regression analysis were used. The study found that teachers have very positive views on cultural values-sensitive pedagogics and have a high level of cultural intelligence. It has been found that teachers’ views on cultural values-sensitive pedagogics and their levels of cultural intelligence do not make significant differences by gender. It has been determined that teachers who are newly beginners of the profession and live in the eastern-south-eastern Anatolian regions have more positive views on cultural values-sensitive pedagogics. It has been revealed that there is a positive and meaningful relationship between teachers’ views on cultural values-sensitive pedagogics and cultural intelligence levels. In addition, the conclusion has been that the cultural intelligence of teachers explains about one-fifth of the variation in teachers’ views on cultural values-sensitive pedagogics.

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Abstract:

This study aims to investigate the relationship between teachers’ opinions on culturally responsive pedagogy and their cultural intelligence levels. This study being designed in correlational survey model, was conducted on 341 teachers. As data collection tools, “Teacher Opinions Scale on Culturally Responsive Pedagogy” and “Cultural Intelligence Scale” were used. Arithmetic mean, standard deviation, t test, ANOVA, Pearson Product Moment Correlation Coefficient and stepwise regression analysis were used for the data analysis. As a result of the study, it was determined that teachers have very positive opinions about culturally responsive pedagogy and their cultural intelligence levels are high. The study puts forward that teachers’ opinions about culturally responsive pedagogy and cultural intelligence levels did not show significant differences according to their gender. It was determined that the opinions of the novice teachers and those living in the Eastern-Southeastern Anatolia regions towards culturally responsive pedagogy are more positive. .The sudy shows that there is a moderate, positive and significant relationship between teachers’ opinions on culturally responsive pedagogy and their cultural intelligence levels. In addition, the study concludes that teachers’ cultural intelligence explained approximately one fifth of the variance in their opinions on culturally responsive pedagogy