Teacher’s Attitudes and Efficacy in Teaching Multicultural Classrooms

Evemae Nuenay, Tashnem Cariga, Gemalyn Bualan and Bañes, Charmaine
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Evemae Nuenay: University of Mindanao, Matina, Davao City
Tashnem Cariga: University of Mindanao, Matina, Davao City
Gemalyn Bualan: University of Mindanao, Matina, Davao City
Bañes, Charmaine: University of Mindanao, Matina, Davao City

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 8, 4783-4795

Abstract: This descriptive-correlational study aims to determine the level of Teacher’s attitudes and efficacy in teaching multicultural classroom among the Teachers in Elementary School and scrutinized the relationship between these variables. Environmental knowledge is crucial to provide extent awareness to address these difficult dilemmas that currently expanding the environmental issues within this generation. Given to the global call of ecological problems, it is imperative to examine the ideological readiness of the Teacher’s to deal with these challenges. Quantitative research was implemented, using a modified survey instrument to gather data collection from a sample of 120 Elementary Teacher’s at the chosen Elementary School. The mean and standard deviation, two samples of descriptive statistics, were utilized to assess the degrees of Teacher’s Attitudes and Efficacy. Additionally, the Spearman rho correlational investigation was conducted to identify the important connection between these variables. Furthermore, the findings shows that there is a significant relationship between the two variables, revealing factual data that demonstrated a subtle correlation between these factors. The findings show the integral need to utilize teachers attitudes and efficacy to improve teaching in multicultural classrooms and allows the teachers to make meaningful contributions in diverse teaching, specifically to the curriculum design and pedagogical practices. The results have significance of curriculum design, diverse teaching, enriching research conduction, and highlighting the importance of integrating instructional strategies suitable for diverse learners in multicultural classrooms.

Date: 2024
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