Devlet okullarında ve özel okullarda çalışmakta olan İngilizce öğretmenlerinin kültürlerarası duyarlılık ve etnik merkezcilik seviyelerinin karşılaştırılması: Trabzon ili örneği

Thanks to the developing technology and opportunities, it is possible to observe individiuals coming from different cultural backgrounds. In this cultural diversity, it is of great importance to have effective intercultural communication skills. Out of ethnocentrism having a good level of intercultural sensitivity forms the basis of effective communication with people from different cultures. Intercultural sensitivity is approaching people from different cultures with an unprejudiced attitude. Ethnocentrism is defined as the centralization of the values of the individual's own cultural group. The formation of societies is directly related to the current education system. For this reason, it is seen that the educational programs of many countries include goals that aim to improve multicultural education and intercultural communication skills. The strong bond between language and culture, the ongoing interaction of both elements clearly show that culture is also taught during language learning. In addition to listening, reading, writing and speaking skills, one of the basic skills to be gained in foreign language education is cultural competence. Therefore, foreign language teachers should also develop their intercultural communication skills and be aware of ethnocentrism. For this reason, the role of foreign language teachers in raising individuals with high intercultural sensitivity is an undeniable fact. The aim of this research is to reveal the differences and factors affecting the levels of intercultural sensitivity and ethnocentrism of English teachers working in private and public schools in Trabzon. This study was applied to 115 English teachers working at primary, secondary and high school levels in private and public schools in Trabzon in 2022-2023 academic year. In this study, the level of intercultural sensitivity and the level of ethnocentrism of English teachers have been examined. Chen, Starosta (2000) and Neuliep, McCroskey (1997) developed the scales to measure intercultural sensitivity scale and ethnocentrism level. The relationship between these levels were examined through two scales developed by Chen and Starosta (2000) and Neuliep and McCroskey (1997). Independent samples T tests, Mann Whitney U and Kruskal Wallis H, were used to analyze the data. Findings of the research showed that there is a statistically significant difference between teachers' intercultural sensitivity levels in terms of their participation in intercultural projects and training sessions.