An examination of the relationship between classroom teachers' levels of cultural capital and their participation i̇n the principles of critical pedagogy

In this study, the relationship between classroom teachers' levels of cultural capital and their levels of participation in the principles of critical pedagogy was examined using a quantitative method. The sample of the research consisted of 330 classroom teachers working in 20 public primary schools in the Kayapınar district of Diyarbakır during the 2024–2025 academic year. As data collection tools, Avcı's (2015) Cultural Capital Competence Scale and Yılmaz's (2009) Critical Pedagogy Principles Scale were employed. Descriptive statistics, Pearson correlation, independent samples t-test, and one-way ANOVA analyses were conducted using the SPSS 29.0 package program. The results revealed a moderate, positive, and statistically significant relationship between cultural capital levels and participation in the principles of critical pedagogy (r = 0.472; p < 0.001). Regarding demographic variables, statistically significant differences were found only in the cultural capital scores of teachers with postgraduate education and those aged 56 and above. However, no significant differences were observed in either cultural capital or participation in the principles of critical pedagogy with respect to gender, parental education level, number of siblings studying, professional seniority, or pre-undergraduate settlement location.