Abstract
This study aimed to examine the relationship between the cultural intelligence levels of primary school teachers and their attitudes towards refugee students. The sample of the study, which was designed using the correlational survey model among the quantitative research methods, consisted of 386 teachers working at primary schools in Nizip district of Gaziantep in the academic year 2019-2020. The data were collected through the “Cultural Intelligence Scale” and “Refugee Student Attitude Scale”. During the analysis procedure, mean scores and standard deviation for the variables were estimated, and the correlation and stepwise multiple regression analyses were performed. Based on the research findings, the cultural intelligence levels of teachers and their attitudes towards refugee students were relatively high. Moreover, there was a positive and significant relationship between the cultural intelligence levels of teachers and their attitudes towards refugee students. As a result of the stepwise multiple regression analysis, it was determined that the cultural intelligence level of teachers was a significant predictor of their attitudes towards refugee students. The second model yielded that the rise in the metacognitive, cognitive and motivational sub-dimensions of cultural intelligence significantly predicted teachers’ attitudes towards refugee students. It is advisable to create an atmosphere that may improve the cultural intelligence level of teachers at schools and to contribute to their development of positive attitudes towards students. The present study was carried out through the quantitative research methodology, and it has been recommended to examine the relationship between the variables in detail with the studies to be designed with qualitative or mixed methods in future research.
Highlights
People were forced to leave their geographies from past to present due to various reasons
The practices initiated by the Ministry of National Education (MoNE) aimed at the training of preschool and primary school first grader refugee students in public schools who had been formerly educated at the Temporary Education Centres (TECs) to facilitate their integration both into society and education can be regarded as an outstanding attempt towards solving the problems in the field of education
The cultural intelligence perceptions of teachers were at moderate level (X = 3.38) and their attitudes towards refugee students were relatively high (X = 3.08)
Summary
People were forced to leave their geographies from past to present due to various reasons (financial problems, wars etc.). The civil war in Syria in recent years and the emergent chaotic atmosphere have caused millions of people to migrate to different countries and to be asylum-seekers (Kılcan, Çepni & Kılınç, 2017). The forced migration from Syria to Turkey beginning with the refugee group of 252 people on the 29th of April 2011, has turned into a mass immigration movement with the growth of conflicts displacing millions of people fleeing the war (Akşit, Bozok & Bozok, 2015). The majority of refugees who have migrated to Turkey consists of children under the age of 18 (Kılcan et al, 2017) In this regard, the migration movement has started to be considered as a serious problem in terms of access and integration of refugee children into education, as well as causing economic and social issues. The practices initiated by the Ministry of National Education (MoNE) aimed at the training of preschool and primary school first grader refugee students in public schools who had been formerly educated at the Temporary Education Centres (TECs) to facilitate their integration both into society and education can be regarded as an outstanding attempt towards solving the problems in the field of education
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
