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Examining the Multicultural Competen...

Abu-Ghazalah, Mona Hafiz.

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Examining the Multicultural Competency of Early Childhood Teachers in Dubai: A Multiple Regression Analysis.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Examining the Multicultural Competency of Early Childhood Teachers in Dubai: A Multiple Regression Analysis./
作者:	Abu-Ghazalah, Mona Hafiz.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	139 p.
附註:	Source: Dissertations Abstracts International, Volume: 79-01, Section: A.
Contained By:	Dissertations Abstracts International79-01A.
標題:	Early childhood education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10285253
ISBN:	9781369826814

Examining the Multicultural Competency of Early Childhood Teachers in Dubai: A Multiple Regression Analysis.
Abu-Ghazalah, Mona Hafiz.

Examining the Multicultural Competency of Early Childhood Teachers in Dubai: A Multiple Regression Analysis. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 139 p.

Source: Dissertations Abstracts International, Volume: 79-01, Section: A.

Thesis (Ph.D.)--Northcentral University, 2017.

After shifting to a knowledge-based economy, Dubai focused on developing its education system. With its diverse population and need for social skills to engage the global market, the Knowledge and Human Development Authority (KHDA) revised their guidelines for 2012-2013 and focused on developing students' personal and social skills. The problem addressed was a lack of culturally competent teachers to educate multicultural citizens in a diverse world. The purpose of this quantitative non-experimental cross-sectional linear multiple regression study was to investigate the relationship among early childhood teachers' self-reported assessment as measured by the Teacher Multicultural Attitude Survey (TMAS) and supervisors' observed assessment of teachers as measured by the Multicultural Teaching Competency Scale (MTCS). Demographic data such as number of multicultural training hours, years teaching in Dubai, curriculum program at current school, and age were also examined and their relationship to multicultural competency. In 2012-2013, there were 14,333 expatriate teachers employed in Dubai with an annual turnover rate of 16%. Of the newly hired teachers, 23.4% were expatriates who may have lacked cultural competence. The sampling frame of 136 Western early childhood teachers was available to draw from eight private international schools along with 10 supervisors. Data were collected over a two-week period with a total return of 92 completed surveys, for a 68% response rate. The teachers' surveys were then matched with their supervisors' surveys. SPSS was used for all data analysis. The results of the multiple regression model statistically were non-significant in predicting multicultural competency, F(5, 86) = .457, p = .807 (p > .05), R2 = .026 and adjusted R2 = .031. Although considered a small effect size, teachers' self-report and multicultural training hours were significantly correlated, r = .200, p = .028 (p < .05). Possible implications include identifying teachers' skills to educate multicultural students and providing a baseline measure for schools who want to increase teachers' multicultural competence. Future research is needed on developing support for teachers who are involved in teaching multicultural students in order to develop students' personalities and social skills to successfully engage in the global market.

ISBN: 9781369826814Subjects--Topical Terms:

518817
Early childhood education.
Subjects--Index Terms:

Culturally responsive teachers

Examining the Multicultural Competency of Early Childhood Teachers in Dubai: A Multiple Regression Analysis.
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