Abstract
ABSTRACT The increasing levels of diversity in primary education make it essential to identify factors that influence Intercultural Teaching Competence (ITC). This study investigates which factors of Educational Effectiveness Research contribute to five dimensions of ITC: openness, classroom management, enriched lesson design, social initiative, and storytelling. Therewith, it contributes to the literature of both fields. Data collected through a cross-sectional survey among 155 Dutch primary school teachers were examined with linear regression analyses. The results showed that some characteristics at the classroom level have a strong significant relationship with dimensions of Intercultural Teaching Competence, whereas school characteristics did not.
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