Challenges faced by classroom teachers in schools with multicultural structure and suggestions of solution

The aim of this research is to determine the difficulties faced by classroom teachers in schools with a multicultural structure and to examine the suggestions of solutions.The study was prepared on the basis of the phenomenology pattern,one of the qualitative research approaches. The research consists of 20 classroom teachers working in a state school in Bağcılar district of Istanbul province in 2023-2024.Selected participants were determined using the convenient sampling method.A semi-structured interview form prepared by the researcher was used as a data collection tool. The interview form consists of 9 questions. Content analysis method was used in data analysis. The findings obtained as a result of the research can be summarized as follows: It was found that although more than half of the classroom teachers participating in the research did not receive training on multiculturalism, they felt moderately competent and their expectations from multicultural education were that the trainer's being experienced on this topic. It was found that the problems encountered in multicultural classes were caused by language/communication problems, cultural differences, interaction problems, students' tendency to violence, family indifference, and students' low readiness levels. It was found that the needs of classroom teachers are translators, family support, increasing readiness levels, acceptance of students by their friends, educational materials and psychological support. It was found that the needs of refugee students were to understand and be understood, to make friends, to be included in the group and to be taken seriously. While it was found that classroom teachers have a sense of responsibility for the difficulties they face in the classroom, they expect support from the guidance counselor, principal, family and ministries. It was concluded that students and parents should learn Turkish in order to solve the problems encountered in the classroom environment, and that family education and cultural adaptation training should be prepared and implemented. It was found that the participating teachers used games and empathy activities, visuals and technology and family support adaptation studies to solve the problems they encountered.