Effect of Teachers’ Self-Efficacy on their Attitude towards the Implementation of Multicultural Education literacy in Harari Government Secondary Schools

Debela Tezera,Gadissa Bekele

doi:10.7575/aiac.ijels.v.9n.1p.172

Abstract

This study is aimed to investigate effect of teachers’ self-efficacy on their attitude towards the implementation of Multicultural Education literacy (MCEL) in Harari Region Secondary Schools. To realize this descriptive survey design with the quantitative approach is adopted. One hundred, teachers are selected by using stratified random sampling technique and then the simple random sampling technique. Data are collected through closed-ended questionnaires. Descriptive and inferential statistical data analysis is employed. The finding showed that the practice of MCEL in school was medium and teachers’ self-efficacy toward implementations of MCEL in the schools was found statistically significant. Self-efficacy in the implementation of MCEL was a statistically significant predictor of teacher’s attitude and practices toward the implementation of MCEL in the schools respectively. Self-efficacy contributed 17% on attitude and 26 % to practices in the implementation of MCEL had a positive impact. Self-efficacy of teachers toward MCEL had a statistically significant moderate positive relationship with teachers’ practices of MCEL. Self-efficacy had a positive impact on the attitude of teachers and practices of teachers in the implementation of MCEL. Based on the findings, it was concluded the study presented for further research in the field and policy action to prepare teachers in multicultural setting curricula and multicultural educators influencing the development of cultural tolerance, mutual understanding, and unity among diverse students. Hence, it was recommended that organizing panel discussion in order to improve self-efficacy and attitude of teachers from multicultural perspectives in line with implementation of multicultural education through media to build tolerance, mutual respect, build positive attitudes, and national building practices among student in the schools. Further implications and directions for future study are forwarded.

Highlights

Multicultural Education literacy (MCEL) has traditionally developed out of the aftermath the civil rights movement of the 1960s and 1970s
Scatter plot showed that the relationship between self-efficacy and attitude of teachers was positive and linear
It was indicated that there was found a positive effect of self-efficacy on the attitude of teachers towards the implementation of MCE

Summary

Introduction

Multicultural Education literacy (MCEL) has traditionally developed out of the aftermath the civil rights movement of the 1960s and 1970s. The justification is to eradicate segregation in education and to educate and take into account the pressures of institutions of learning and teaching, such as African Americans and developing countries (Banks, 2010; Manning, 1996). Education for multicultural literacy should help students attain the skills, attitudes, and commitments needed to become citizens who will work for social justice in their nation states and in the world. A literacy education that focuses on social justice educates both the heads and hearts of students and helps them to become thoughtful, committed, and active citizens in their nation and the world (Vavrus, 2002). Because of the growing ethnic, cultural, racial, linguistics, and religious diversity throughout the world, citizenship education needs to be changed in substantial ways to prepare students to function effectively in the 21st century (Banks, 2004)

Methods

Results

Conclusion