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In this study, it was aimed to determine the perceptions of teachers towards multiculturalism and their attitudes towards undesirable intraclass behaviors of students. The study is descriptive and designed according to the survey model. The sample of the study consisted of 192 teachers working at primary schools and temporary education centers in Esenyurt, Istanbul, in the 2017-2018 school year which were determined through convenience sampling. In the research, the “Multiculturalism Perception Scale” developed by Ayaz (2016) and the “Teacher Attitude Scale towards Undesirable Intraclass Behaviors of Students” developed by Tanhan and Senturk (2011) were used as data collection tools. The analysis of data was carried out with SPSS 22 programme. As a result of the analysis, it was determined that teachers have a positive perception about multiculturalism in general. However, a negative tendency was detected in teachers attitudes towards undesirable intraclass behaviors of students. It has been determined that teachers’ perceptions of multiculturalism don’t differ significantly according to gender, institution they work for, experience of being abroad, experience of in-service training for refugee/immigrant/asylum-seeker students, professional seniority year and class size where they teach differ significantly; but differ significantly in favor of those who can speak a language other than Turkish. In addition, teachers’ attitudes towards undesirable intraclass behaviors of students differ significantly those who can speak a language other than Turkish from those who cannot speak and those with a professional seniority between 6-10 years from those between 11 and 15 years; but there is no significant difference was observed in other variables. Finally, it has been determined that there is no significant relationship between teachers’ perception of multiculturalism and their attitudes towards undesirable intraclass behaviors of students. In order to determine teacher attitudes in this regard, it is recommended that different data collection methods are employed and more comprehensive researches are conducted. Moreover, the reasons behind the negative attitude of teachers towards undesired student behaviors in the classroom can be examined in more depth. A number of in-service trainings to prevent problems related to undesirable student behavior can also be organized for teachers who work in multicultural classrooms and who are unexperienced in the profession. |
