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Bu araştırmanın amacı, öğretmenlerin çokkültürlü özyeterlik algısı ve okul iklimi ile mülteci öğrencilerin eğitiminde öğretmen tutumları arasındaki ilişkileri saptamak ve bazı değişkenlere göre incelemektir. Araştırma ilişkisel tarama modelinde tasarlanmıştır. Araştırmanın örneklemi 2018-2019 eğitim öğretim yılında Kastamonu ile Karabük il ve ilçelerindeki ilkokul ve ortaokullardan ölçüt örnekleme yöntemiyle seçilen 363 sınıf ve branş öğretmeninden oluşmaktadır. Araştırmada veri toplamak amacıyla “Çok Kültürlü Eğitime Yönelik Özyeterlik Algısı Ölçeği”, “Okul İklimi Anketi” ve “Mülteci Öğrenci Tutum Ölçeği” olmak üzere 3 farklı ölçek kullanılmıştır. Araştırma bulgularına göre öğretmenlerin çok kültürlü özyeterlik algıları ve mültecilere yönelik tutumlarının genelde yüksek düzeyde iken okul ikliminde ise destekleyicilik ve samimilik hariç orta düzeyde bir algı olduğu; hizmetiçi eğitim alma durumuna göre ise okul ikliminde farklılaşma olmazken çok kültürlü özyeterlik algıları ve tutumda farklılık olduğu; araştırmanın bütün değişkenleri arasında anlamlı ilişkiler bulunduğu; çok kültürlü özyeterlik, okul iklimi ve hizmetiçi eğitim değişkenlerinin mültecilere yönelik öğretmen tutumlarının anlamlı yordayıcıları olduğu ortaya çıkmıştır. Son olarak, araştırma sonuçları tartışılarak uygulayıcılar ve araştırmacılar için önerilerde bulunulmuştur.
The aim of this research is to determine the relationship between the teachers’ multicultural self-perception and the school climate and the teachers’ attitudes in the education of refugee students and to study according to certain variables. The research is designed in the relational scanning model. The sample of the study consists of 363 classes and branch teachers chosen by standard sample method from primary and secondary schools in Kastamonu and Karabük province and districts in the 2018-2019 educational year. For the purpose of collecting data, the study used 3 different scales, including "Multi-Cultural Education Self-Perception Scale", "School Climate Survey" and "Student Refugee Attitude Scale". According to the research findings, teachers’ multicultural self-sufficiency perceptions and attitudes towards refugees are usually at a high level while in the school climate there is a middle-level perception except support and intimity; according to the situation of service education there are differences in multicultural self-sufficiency perceptions and attitudes while there is no differences in the school climate; there are meaningful relationships between all the variables of the research; multicultural self-sufficiency, school climate and service education variables are meaningful contributors to the teachers’ attitudes towards refugees. Finally, the research results were discussed in recommendations for practitioners and researchers.
The purpose of this study was to determine the relationships between teachers’ perceptions of multicultural self-efficacy, school climate, and teachers’ attitudes about the education of refugee students and to examine those relationships according to some variables. This study was designed as a correlational study. The sample of the study consisted of 363 teachers employed in primary and secondary schools of Kastamonu and Karabük provinces and their districts in the 2018-2019 academic year. In order to gather data for the study, the Self-Efficacy Perception Scale for Multicultural Education, School Climate Survey, and Refugee Student Attitude Scale were used. Results revealed that teachers’ perceptions of multicultural self-efficacy and their attitudes towards refugees are generally high, although their perception of school climate is moderate, except for the sub-dimension of supportiveness and collegiality. According to the in-service training variable, while there is no difference in school climate, there is a difference in multicultural self-efficacy perceptions and attitudes; there were positive relationships between all study variables; and the multicultural self-efficacy, school climate, and in-service training variables were significant predictors of teachers’ attitudes towards refugees. Results are discussed within the context of the relevant literature and some suggestions are made for both practitioners and researchers.
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