Abstract:

With the influence of worldwide migration movements and globalization, the number of students from different cultures in schools is increasing. This cultural diversity in schools has revealed the concept of multicultural education. Along with the social changes, there have been changes in the tasks and roles of educators responsible for providing a multicultural educational environment in schools. The objective of this study is to study the role of psychological well-being, gender, vocational age and the level of inter-cultural sensitivity of the period of office in the school, and the Turkish primary school teachers who work in the public schools where cultural diversity is located in the areas where a large number of immigrants from abroad and abroad are located. The study was conducted in the 2018-2019 academic year with class teachers (N=144) who work in 7 separate schools in the intense foreign and domestic migration areas and are volunteer to participate in the study. The data collection used the "Intercultural Sensitivity Scale", the "Psychological Wellbeing Scale" and the "Personal Information Form". In the analysis of data, as well as visual statistics, Pearson Momentler has used Correlation Analysis and Simple True Regression Analysis. The findings showed that the PIOE points have a meaningful relationship with the PIOE points (r=.495, p<.01) at the middle level, with gender at the low level (r= -.17, p<.05) and that the age and time of study at school have no meaningful relationship with the inter-cultural sensitivity of the teacher. In addition, psychological well-being was found as a meaningful promoter of the inter-cultural sensitivity of the teacher (F(1-138) = 44.76; p<.01). Psychological well-being scores describe 25% of the change in intercultural sensitivity scores.

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