Multicultural and egalitarian beliefs and practices of Turkish EFL teachers

This study aims to investigate the beliefs and practices of English teachers in public schools in Turkey regarding multicultural and egalitarian education. The research employed both quantitative and qualitative data collection tools. Quantitative data were collected with the Teacher Cultural Beliefs Scale (TCBS), while qualitative data were obtained through online semi-structured interviews. The study was conducted with 211 English teachers working in public schools in Denizli during the 2023-2024 academic year. Quantitative analyses revealed that teachers strongly supported multicultural and egalitarian beliefs. Also, the validity and reliability analyses of the TCBS demonstrated high reliability and validity of the scale. However, it was found that the scale scores did not follow a normal distribution, so non-parametric tests were used for comparative analyses. Qualitative data indicated that the teachers held positive attitudes towards multicultural and egalitarian education but faced various challenges in implementation. The participating teachers believed that such an education was feasible in Turkey but emphasized the need for adequate teacher training and an effective education system. Additionally, barriers such as insufficient professional development opportunities, inadequate textbooks, and curriculum support for multicultural and egalitarian education were highlighted. In conclusion, the study shows that while teachers strongly support multicultural and egalitarian beliefs, there are significant challenges in transferring these beliefs into classroom practices. Future research should focus on strategies to enhance the effectiveness of teacher education programs and support teachers in implementing this type of education more effectively.