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2020, Cilt 10, Sayı 3, Sayfa(lar) 539-548
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DOI: 10.5961/jhes.2020.414
Investigation of the Relationship Between Teachers’ Opinions Concerning Culturally Responsive Pedagogy and Their Cultural Intelligences
İshak KOZİKOĞLU1, Yusuf TOSUN2
1Yüzüncü Yıl University, Faculty of Education, Department of Educational Sciences, Division of Curriculum and Instruction, Van, Turkey
2Yüzüncü Yıl University, Institute of Educational Sciences, Van, Turkey
Keywords: Culturally responsive teaching, Multicultural education, Cultural intelligence, Individual differences, Teachers

This study aims to investigate the relationship between teachers’ opinions on culturally responsive pedagogy and their cultural intelligence levels. This study being designed in correlational survey model, was conducted on 341 teachers. As data collection tools, “Teacher Opinions Scale on Culturally Responsive Pedagogy” and “Cultural Intelligence Scale” were used. Arithmetic mean, standard deviation, t test, ANOVA, Pearson Product Moment Correlation Coefficient and stepwise regression analysis were used for the data analysis. As a result of the study, it was determined that teachers have very positive opinions about culturally responsive pedagogy and their cultural intelligence levels are high. The study puts forward that teachers’ opinions about culturally responsive pedagogy and cultural intelligence levels did not show significant differences according to their gender. It was determined that the opinions of the novice teachers and those living in the Eastern-Southeastern Anatolia regions towards culturally responsive pedagogy are more positive. .The sudy shows that there is a moderate, positive and significant relationship between teachers’ opinions on culturally responsive pedagogy and their cultural intelligence levels. In addition, the study concludes that teachers’ cultural intelligence explained approximately one fifth of the variance in their opinions on culturally responsive pedagogy.

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