Okul Öncesi Öğretmenlerinin Çokkültürlü Eğitim Tutumları ve Kültürel Zekâlarının İncelenmesi

Nowadays, there are migrations depending on various migration patterns and these immigrations make changes in the social structure of the countries. These new social structures consist of different ethnic, religious, racial and social identities. Due to this diversity in society, various features like gender, sexual orientation, religion, disabilities, skin colour etc. can cause discrimination and prejudice. Societies with cultural diversity have emphasized multiculturalism and organized their education according to multicultural education in order to prevent this phenomenon and coexist in harmony. Discrimination and prejudice develops at preschool period and monocultural education have negative effects on culturally diverse children. Thus, this context constitutes the problem aspect of the research. Turkish Republic of Northern Cyprus is one of the countries receiving immigration according to the different patterns. Despite of this fact, no arrangements have been made regarding multicultural education. This study focused on the teacher dimension of this problem situation and it is aimed to understand the variables related to the attitudes of the preschool teachers towards cultural intelligence and multicultural education and to see whether there is a relation between these two variables. In this scope of this research, the sociodemographic form, which is developed by the researcher, Cultural Intelligence Scale which is developed by Ang, Dyne, Koh, Ng, Templer, Tay and Chandrasekar (2007) and adapted to Turkish by İlyas and Çetin (2014) and The Teacher Multicultural Attitude Scale, developed by Ponterotto, Baluch, Greig and Rivera (1998) and adapted to Turkish by Yazıcı, Başol and Toprak (2009) is used. 203 preschool teachers and preschool branch teachers working in preschool classes participated in the research. It was found that attitudes towards cultural intelligence and multicultural education did not differ according to gender, age, seniority year, teaching status in a country where multicultural education was adopted, division of graduated university and alma mater. In addition to these findings of the research, there are differences between the metacognition sub-dimension of cultural intelligence and having different students from diverse cultures, cultural sub-dimension of cultural intelligence and attitudes toward multicultural education with education level, metacognition, motivation and behaviour sub-dimensions and total cultural intelligence and attitudes toward multicultural education with having a friend from diverse culture, cognition subdimension of cultural intelligence with having a student who can come from different culture and cannot speak Turkish. There was also a meaningful relationship between cultural intelligence and attitude scores for multicultural education.