Cultural Competence Research Articles

ПРАКТИКА ФОРМУВАННЯ ЕСТЕТИЧНОЇ КУЛЬТУРИ ТА ЕСТЕТИЧНОЇ КОМПЕТЕНТНОСТІ СТУДЕНТІВ

Today, the processes of forming aesthetic culture and aesthetic competence are becoming increasingly relevant for future specialists in higher education institutions due to the fact that the individual integrative qualities contribute to the comprehensive development of a personality, in particular its spiritual values, which are the basis for a harmonious lifestyle in society. The purpose of the article. Summarizing the research of predecessors in the correlation of the practice of forming aesthetic culture and aesthetic competence of students in higher education institutions in terms of outlining the dominant forms, teaching methods, and pedagogical technologies. The study used a set of the following methods, such as analysis, systematization, generalization of scientific sources, and comparison. Results of the study. The following scientific achievements were analyzed and summarized: A. Karam, H. Sotska, L. Hlazunova, L. Kyrychenko, M. Biletska, M. Necheporenko, S. Dudiaha, Sintin Liu, T. Pidvarko, Y. Shevchenko and Y. Sopina. The formation of aesthetic culture and aesthetic students’ competence involves the aestheticization of the educational environment and requires the use of a set educational components and specific courses, educational and production practices, extracurricular activities, forms, methods of teaching, and pedagogical technologies. Conclusions. Among the forms of training are the following: lecture; seminar and practical classes; practices; conferences; conduct curatorial hours; consultations; subject olympiads; clubs; museum and artist workshops visits; organization and conduct art exhibitions, arts events, round-table discussions; theatrical activity; local lore exploratory expeditions; groups of interest; master classes; reading days; oral journal; distant travels; press conferences; competitions; exhibitions of creative works; aesthetic atelier; scientific association sessions. Teaching methods include: modeling of moral and aesthetic situations; conversational interaction; gaming; creative assignment solutions; crush trouble; dispute; discussion; training; individual and collective discourse; self-reflection and self-esteem methods; microteaching and portfolios. There are dominant pedagogical technologies: problem-based and project-based learning, training, game simulation, and case-technology. Key words: aesthetic culture, aesthetic competence, education, students, forms, methods, pedagogical technologies.

Examining the Impact of Intercultural Education on the Levels of Intercultural Sensitivity of Primary School Teachers: Evidences From North Macedonia

The research aims to examine whether the intercultural education teachers’ previous experience affects their level of intercultural sensitivity. The research results show that prior intercultural education significantly affects the levels of ethnocentrism and ethnorelativism of teachers. Considering the results, which show that intercultural education does not impact teachers’ substantive knowledge and perceptual understanding, educational authorities should seek alternative ways to enhance it.

Unleashing cultural diversity knowledge for improved knowledge sharing and integration: an in-depth qualitative analysis

Purpose This study aims to investigate international students’ experiences through a lens of knowledge management perspective, emphasizing their strategies for knowledge management in tandem with cultural adaptation. The primary objective is to elucidate how international students navigate cultural differences and use knowledge management strategies to augment their learning and integration, thereby supporting their academic progress in a new academic environment. Design/methodology/approach An in-depth qualitative research strategy was used, using semistructured interviews with Pakistani doctoral students who were studying in Australia. A thematic analysis was conducted to identify recurring themes and patterns in the data. Findings The findings reveal that international students adeptly adopt various knowledge management strategies to facilitate cultural adaptation. These strategies encompass embracing otherness through a sense of belonging, engaging in both personal and shared learning experiences, achieving individual success, and using critical inquiry as a guiding framework for observations. Notably, this study underscores the pivotal role played by cultural competence in conjunction with social networks, influencing cultural intelligence and, subsequently, impacting knowledge sharing and integration for academic progress. Practical implications This study’s findings provide practical insights for higher education institutions and policymakers, emphasizing the importance of supporting international students in their cultural adaptation and knowledge management endeavors. These practical implications encompass fostering a welcoming and inclusive environment, supporting intercultural engagement, using technology for enhanced learning and communication and promoting the development of cultural intelligence among international students. Originality/value This study contributes to the literature on international student experiences and knowledge management by providing insights into the strategies used by international students to navigate knowledge of cultural differences to enhance their learning experiences and advance academic progress. These findings contribute to a deeper understanding of the intersection between cultural adaptation and core knowledge management concepts of knowledge sharing and integration in the context of higher education.

Stigmatization and perceptions of Venezuelan migrants in Peru in the context of Venezuela’s political and economic crisis

This study analyzes the social and individual stigmatization toward Venezuelan immigrants in Peru within the context of the largest migratory movement in Latin America, driven by the political, economic, and humanitarian crisis in Venezuela. The study employs a qualitative approach, using semi-structured in-depth interviews with a diverse sample of 24 participants from major Peruvian cities, including Lima, Arequipa, Cusco, and Trujillo. These in-depth interviews provide insights into the complexity of perceptions toward Venezuelan migrants, ranging from stigmatizing views driven by associations with economic threats and criminality to more positive perceptions that acknowledge the migrants’ adaptability and economic contributions. The findings reveal that while negative stereotypes perpetuate social exclusion and pressures for cultural assimilation threaten the preservation of migrant identities, there are also narratives highlighting resilience and successful integration. The study emphasizes the importance of implementing intercultural education programs, promoting labor integration policies, and collaborating with the media to combat stigma. It concludes that addressing these challenges through a multidimensional, human-rights-based approach can foster greater social cohesion and better integration of migrants, benefiting both the migrant population and Peruvian society.

Navigating shared decision-making after the Life-Sustaining Treatment Decision Act: a qualitative study of in-depth interviews with terminal cancer patients, families, and healthcare professionals.

End-of-life decision-making, particularly relating to withholding life-sustaining treatment (LST), is a complex and emotionally charged process involving healthcare professionals, patients, and caregivers. This qualitative study explored the decision-making process in South Korea, where cultural norms and ethical considerations influence the dynamics of shared decision-making (SDM). In-depth interviews were conducted with healthcare professionals, patients, and caregivers using a grounded theory approach to elucidate the themes and processes underlying SDM for LST. This study used the "6C" framework, which could reflect the intricacies of the SDM process. The results suggest that healthcare professionals face emotional challenges and an ethical dilemma in disclosing prognoses and discussing LST withholding, often deferring such discussions until the condition of patients worsens. Cultural factors, such as collectivist values and societal taboos surrounding death, influence decision-making dynamics, highlighting the need for tailored interventions and cultural competence in healthcare settings. The proposed "6C" framework provides insights into addressing current challenges in SDM and emphasizes the importance of cultural norms and ethical obligations in end-of-life decision-making. Further research is warranted to examine the SDM process in diverse cultural contexts and develop interventions to enhance patient and family involvement in the decision-making process for LST.

The Development of Intercultural Competence for Teachers of English as a Foreign Language through an Instructional Design Project

Most teaching pedagogies in English as a Foreign Language (EFL) classes prioritize linguistic skills development over exploring how cultural factors shape language interpretation. To address the gap, this study developed and evaluated an instructional design project using the attention, relevance, confidence, and satisfaction (ARCS) motivational design model combined with critical pedagogy through computer-mediated communication (CMC) tools. The purpose of this research is to enhance EFL teachers’ intercultural competence. Multimedia resources were used to capture participants’ attention, and news articles were selected to connect to their lived experiences. Online forums were used to build their confidence, and intercultural activities provided satisfaction through practical engagement. Critical literacy pedagogy guided the design of questions to encourage EFL teachers to explore assumptions, challenge perspectives, and critically analyze language. Data from 16 EFL teachers’ questionnaires, online comments, and interviews indicated that task attractiveness and the online environment motivated EFL teachers to develop critical literacy skills. Future studies could explore additional strategies for integrating intercultural competence into EFL teaching and examine how cultural dynamics within groups influence online communication.

Inclusive School Policies and Practices and the Well-Being of LGBTQ + Students in Portugal

Abstract Introduction The school context can be particularly problematic for youth who identify as lesbian, gay, bisexual, trans, and queer or who hold other sexual and gender-minoritized identities (LGBTQ +). To address this issue, LGBTQ + inclusive policies and practices have been implemented in many schools around the world. Methods A cross-sectional sample of 989 LGBTQ + and cisheterosexual high school students residing in Portugal completed an anonymous online survey in 2020/21. Participants were asked about their perceptions of LGBTQ + inclusive policies and practices in their school, namely, an inclusive curriculum, comprehensive policies, and information and support regarding sexual orientation and gender identity in their school. We further examined associations between these perceptions and LGBTQ + student well-being (depression, resilience, and self-esteem). Results Perceptions of the existence of an inclusive school curriculum were lower among LGBTQ + students compared to their cisheterosexual peers. In addition, LGBTQ + students who perceived the curriculum as less inclusive were more likely to report higher levels of depression and lower levels of resilience and self-esteem. Conclusions The findings suggest that LGBTQ + students perceive the school curriculum to be less inclusive, and this is associated with poorer well-being. Policy Implications Concrete policies and practices that improve school climate and promote the well-being of LGBTQ + students are paramount. These may include awareness-raising activities for students and discussion of LGBTQ + issues in the classroom. Therefore, cultural competency training for school staff is essential.

Innovative Game-Based Teaching Methods for Promoting Nursing Students' Cultural Competence and Attitudes Toward Refugees: An Explanatory Sequential Mixed Study.

Nursing cultural competence is crucial for enhancing the quality of care for refugees. While innovative game-based teaching methods have been used to foster in a wide range of clinical competences, little is known about its use on refugees' care. This study aims to evaluate the effect of these methods on nursing students' cultural competence and attitudes toward refugees. An explanatory sequential mixed design was conducted from March to May 2023. One-hundred forty-one nursing students participated. There were no statistically significant differences in total Outgroup Threat Perception Scale and Cultural Competence Assessment Scale scores between the experimental and control groups, pre- or post-intervention. However, students reported increased awareness and empathy for refugee issues. The study showed that innovative game-based teaching methods effectively increased nursing students' awareness of health-related issues faced by refugees. It recommends incorporating transcultural nursing courses into curricula and professional training, with updated content on migration and refugee issues.

Towards the Artistry of Transcending Textual Conversion

The present discussion, stressing the importance of interdependence between language and culture, somehow automatically directs our attention at the effective and expressive use of language, which is just the result of this sort of interrelationship. Undoubtedly, cultural competence combined with linguistic competence is responsible for expressiveness and thus, for success in communication. In the course of views exchange, it becomes evident that a sensitive approach to the interpreter/translator’s task is responsible for text shaping, no matter whether its form is written or spoken. Thus, it can be concluded that the interpreter/translator’s ability to master text shaping may be viewed as an element of translatory artistry. Moreover, a sensitive approach to any text appears to be more important than interlingual rendition of the way of thinking, which is a risky process. The risk is that the so called mind-reading may result in misinterpretation and falsification due to the interpreter’s fraudulent changes in the message.

Strategic Treatment and Assessment for Youth (STAY): A Theoretically-Driven, Culturally-Tailored MBC Approach.

Racial and ethnic minoritized (REM) youth are at greater risk for depression and suicide than their White peers. Despite this, REM youth are much more likely than their White peers to prematurely dropout of treatment. Culturally tailored and scalable engagement models to improve mental health treatment retention among REM youth with depressive symptoms and suicidal thoughts and behaviors (STB) are urgently needed. Strategic Treatment Assessment for Youth (STAY) is a theoretically-driven, culturally tailored measurement-based care (MBC) approach to treatment engagement for REM youth with depressive symptoms and suicide risk. Specifically, STAY uses MBC feedback processes to reduce perceptual barriers to treatment, thus improving treatment retention and ultimately, client outcomes among REM youth. In addition to standard MBC components, STAY includes a greater emphasis on providing a client-centered rationale for MBC which includes assessing and discussing treatment expectations, the use of individualized progress measures and alliance measures, and cultural competence training. The goal of this manuscript is to describe the STAY model based on initial theoretical development and preliminary clinician-informed refinements. Further, a case example of STAY is presented with a particular focus on the use of feedback processes. Finally, the current and future directions to empirically examine STAY as a treatment retention strategy with REM populations are provided.

Empathy and cultural competence remains stable for medical students: do the humanities have an effect?

There is a paucity of rigorous longitudinal data regarding the relationship between humanities and their effect on multiple psychometrics. Using an observational art course, we assessed pre- and post-course metrics and longitudinal impacts with 120 preclinical medical students taking the "Art of Observation" between 2016 and 2019. Jefferson Scale of Empathy (JSE) and Jeffreys Transcultural Self-Efficacy Tool (TSET) were assessed annually for four years. Budner Tolerance of Ambiguity (TOA) Scale was administered before and after the course. The JSE showed no drop in empathy as students progressed from first to fourth year (p = 0.374). The TSET showed statistically significant increases in cultural self-efficacy (p < 0.001) in the cognitive and practical components but no change in the affective component of the scale. After the art course, TOA significantly improved on two [solubility (p = 0.009) and complexity (p = 0.21)] of the three subscales, but not novelty (p = 0.62). Empathy and cultural self-efficacy remained consistently high throughout medical school and did not decrease during the clinical years in an institution prioritizing the humanities and community engagement. Comfort with cultural competency generally improved throughout training. After taking an art course that emphasizes cognitive flexibility and a multiple perspectival approach, students demonstrated greater tolerance for ambiguity.

Virtual exchange among pre-service teachers of English as foreign language: Literature recommendations for practice

Use of technologies and online presence is now almost inevitable in language learning. The practice of virtual exchanges (VEs) has been receiving a lot of attention among educators at all levels over the past years. This research paper sheds light on 13 VEs carried out in pre-service teacher education in the last six years and proposes its own VE design based on recommendations from the literature with the future perspective of designing a specific VE for the research. The aim of the systematic review was at first to determine the exchange and interaction set-ups and the potential gains in the terms of pre-service teachers’ skills development. Afterwards, we identified areas for improvement and proposed our design of a VE between pre-service teachers of English in Slovakia and Turkey. Some of the expected contributions of the proposed VE design are development of a linguistic and intercultural communicative competence, digital literacy, and other competences relevant for development of VEs.

Cultural Adaptation and Psychometric Properties of the Spanish Version of the Gay Affirmative Practice Scale (GAP-ES)

Background/Objectives: Lesbian, gay, bisexual, and transgender (LGBT) individuals often face discrimination in healthcare settings, resulting in health disparities. Evaluating healthcare professionals’ affirmative practices is essential for promoting inclusive care and addressing these disparities. The aim of this study was to assess the psychometric properties of the Spanish version of the Gay Affirmative Practice Scale (GAP-ES), which measures healthcare professionals’ affirmative practices towards gay individuals. Methods: Before assessing its psychometric properties, the original Gay Affirmative Practice Scale (GAP) was translated and culturally adapted from English to Spanish. Following the translation, the psychometric properties were tested on a sample of 236 healthcare professionals. The internal consistency of the questionnaire was measured using Cronbach’s alpha and the discriminatory power index. Factor structure was evaluated with Confirmatory Factor Analysis (CFA) using the Diagonally Weighted Least Squares method. Results: The sample consisted of 152 female (64.41%) and 84 male (35.59%) participants, with 58.05% identifying as heterosexual, 28.81% as homosexual, and 13.14% as bisexual. The internal consistency of the GAP-ES was strong, with Cronbach’s alpha values of 0.915 for the Beliefs subscale and 0.902 for the Behaviors subscale. The McDonald’s Omega coefficient was 0.942, indicating high reliability. CFA confirmed a two-factor structure with satisfactory fit indices (CFI = 0.999, RMSEA = 0.071). Conclusions: The GAP-ES demonstrates strong internal consistency and a stable factor structure. It is a reliable tool for evaluating affirmative practices toward LGBT patients in Spanish-speaking healthcare contexts, supporting improved care for this population. The integration of the GAP-ES into clinical practice and training programs may support the enhancement of cultural competence among healthcare professionals, contributing to the reduction of health disparities for LGBT patients in Spanish-speaking settings.

Perceptions of Local and Traditional Government Leaders for Enhancing Community Development

Purpose: There are two key governance forms in Ghana, specifically traditional governance and democratic governance. Accelerating development in the local communities requires effective collaboration and the fusion of the two governances divide to harness the unique capabilities and opportunities embedded within each paradigm. The perceptions hold by local and traditional leaders about each other is fundamental to collaborative efforts. Such perceptions speak to the psychosocial, convictional and behaviour of local leaders. Methodology: This study through a field survey samples the views of two leadership divide about each other in terms of their ability to drive positive change in the community to drive accelerated community development. The study was conducted among three select districts specifically, the Accra Metropolis, Kumasi Metropolis and the Tamale Metropolis using key informant interviews, and focus group discussions to gather the data. The data was analysed using thematic analysis. Findings: The findings of the study indicated that there are shared perceptions of strengths of both systems of governance for developing local communities. The traditional leaders are seen to be strong on cultural legitimacy, moral authority, communication competence, and historical knowledge, all of which helps in social mobilization within the local communities. The local government leaders were found to exercise strength in the areas of access to money and resources, legal authority, and enforcement authority. Unique Contribution to Theory, Practice and Policy: We conclude that there are opportunities to harness each of these strengths such that a successful fusion of local and traditional systems of government will lead transformative leadership for sustainable local development.

Teaching -Learning Process as a Strategy to Recover and Strengthen the Shuar Culture

This study examines the impact of the teaching-learning process on the preservation of the Shuar culture in Ecuador, specifically in the Morona Santiago Support Center. The main objective is to analyze how the Bilingual Intercultural Educational Model (MOSEIB) contributes to the rescue of the Shuar cultural identity among children and young people. The methodology is quantitative and descriptive, using surveys to obtain data on the perception and experiences of teachers and students. The population includes 51 people, including 33 teachers and 18 students, who answered questions about the use of cultural resources in the classroom and the relevance of Shuar customs as myths, legends, and mother tongue. The results indicate a positive acceptance of the MOSEIB model, as both students and teachers express that teaching based on the Shuar culture reinforces their identity. A high percentage of students enjoy cultural activities and value the use of traditional language and dress. In conclusion, the Intercultural Bilingual Educational Model has a positive impact, promoting the continuity of Shuar traditions and generating a space of respect and appreciation of their culture both in the educational field and in daily life.

An innovative gamification tool to enhance intercultural competence and self-efficacy among healthcare professionals caring for vulnerable migrants and refugees.

The growing number of vulnerable migrants and refugees (VMRs) in the European Union presents challenges to healthcare systems, emphasizing the need for enhanced intercultural competence training for healthcare professionals. Educational escape rooms, using gamification-based principles, may offer an innovative solution to improve these competencies. This pilot study evaluates the acceptability and preliminary effectiveness of an educational escape room aimed at improving intercultural competence, self-efficacy, and knowledge among healthcare students and professionals caring for VMRs. A pre-post, single-group pilot study was conducted with 101 healthcare students and professionals, recruited through convenience sampling. Participants engaged in an educational escape room simulating a migratory crisis, designed to foster collaborative problem-solving under pressure. A newly validated questionnaire was administered before and after the intervention to measure changes in intercultural competence, self-efficacy, and knowledge. Paired t-tests were used to analyze pre-post differences, and thematic analysis explored participant feedback on the learning experience and the acceptability of the intervention. Significant improvements were observed in intercultural competence (d = 1.13, p < 0.001), self-efficacy (d = 0.38, p = 0.001), and knowledge (d = 1.19, p < 0.001). Participants reported high engagement, satisfaction, and an enhanced understanding of healthcare challenges related to VMRs. The escape room was deemed acceptable. This pilot study provides evidence of the acceptability and effectiveness of an educational escape room in enhancing intercultural competence, self-efficacy, and knowledge. Further research with larger, more rigorous studies is recommended to confirm these findings and explore scalability.

The local‐international trend of Intercultural Communication through world Englishes and translanguaging

AbstractThis study investigates how world Englishes (WE) and translanguaging may be combined to enhance intercultural competence in Intercultural Communication. First, this paper reviews WE contributions to Intercultural Communication and explores the potential of translanguaging in facilitating intercultural competence in Intercultural Communication. Second, semi‐structured interviews were conducted to explore the perceptions and practices of WE, translanguaging, and intercultural competence in Intercultural Communication among Chinese university students with the aim to investigate how their experiences of WE and translanguaging enhance intercultural competence in Intercultural Communication within both local and global contexts. The findings revealed the possibility of integrating WE and translanguaging into the promotion of intercultural competence in Intercultural Communication. Such an integration of WE and translanguaging through the intercultural dimensions in English language learning can help enhance linguistic and cultural diversity, and equip individuals with the skills to effectively navigate the multilingual and multicultural world in response to diverse communicative needs.

Internationalisation in First-Year Computing

Higher education institutions have responded to the growing demand of internationalisation by embedding global citizenship and intercultural competency as key graduate attributes within their curricula. These attributes shape the learning outcomes (LOs) and assessment criteria (UTS, 2023), guiding students to acquire the necessary skills to thrive in diverse global environments (Wong et al., 2022). LOs are pivotal in understanding how internationalisation is incorporated and prioritised within the curriculum, reflecting the institution’s commitment to preparing graduates with these key competencies. This study seeks to evaluate how internationalisation is integrated into computing education curricula, with a focus on the potential of graduates’ design decisions to foster an environmentally sustainable and equitable world (Shultz &amp; Jorgenson, 2009). The first phase of the study examined the LOs for five first-year units across three Australian universities to assess the initial introduction of internationalisation to students. The data for this study was sourced from publicly available information on university websites, including curriculum details, course descriptions, and associated documentation outlining the LOs. These LOs typically provide an overview of the educational goals for a course or unit, highlighting the primary skills and attributes students are expected to develop. However, they may not fully capture the specific pedagogical approaches or assessments used to achieve these outcomes. The analysis involved a comprehensive review of the available curriculum, course descriptions, and associated documentation to understand how internationalisation is integrated into the LOs. Each identified LO was systematically analysed to identify codes related to internationalisation. An inductive thematic analysis approach was used to derive themes from these codes, representing the forms in which internationalisation appeared in these units. Out of the 15 units examined, 46.7% (seven units) did not include any LOs related to global citizenship. Therefore, the themes derived from the analysis represent the remaining 53.3% (eight units) across the three universities: Ethical/Moral/Legal Obligations: Six out of eight units referenced moral, legal, ethics or ethical behavior in professional practice. Thinking Skills: Seven out of eight units required students to demonstrate analytical, and critical thinking skills as part of the learning outcomes. Diversity of People and Places: Three out of eight units mentioned diverse cohorts of people or places, emphasising the importance of understanding, and engaging with diversity. Working with People: Four out of eight units included the need for students to work effectively with others, highlighting teamwork, leadership, and conflict management skills. Communication Skills: Four out of eight units stressed the importance of effective communication, requiring students to convey complex information appropriately in various formats. While LOs provide a valuable starting point for assessing the presence and emphasis of global citizenship attributes within the curriculum, they may not fully capture the depth of internationalisation efforts. Exemplary practices are those that explicitly and comprehensively incorporate internationalisation concepts, as evidenced by detailed LOs. These practices are identified through the presence of key attributes such as ethical obligations, thinking skills, diversity, teamwork, and communication. By highlighting these attributes, the study aims to showcase effective integration methods that could serve as models for other disciplines.

Cultural Competence in Chinese Language Education: Discussing the Importance of Cultural Awareness and Sensitivity in Teaching Chinese as a Foreign Language

Background and Aim: Cultural competence plays a significant role in successful language education. Studies have shown that culturally sensitive pedagogy enables teachers to connect language to an accurate cultural context, preventing misappropriate language use. This study examined the importance of cultural awareness and sensitivity in teaching Chinese as a foreign language. Materials and Methods: Data was collected using observation, interviews, and systematic reviews of academic journals. The classroom observation was selected because it provides first-hand data about how educators teach the Chinese language. The researchers also observed the impact of cultural awareness on teaching methods and outcomes. Interviews were conducted using open-ended questionnaires to obtain the benefits of cultural awareness and sensitivity in teaching the Chinese language. The systematic review helped in extracting data from the previous studies. The inductive and deductive thematic analyses were conducted based on the guidance from Byram’s intercultural competence framework. Results: The findings showed that cultural awareness and sensitivity are important in teaching the Chinese language because they improve critical cultural awareness, linguistic competency, and the ability of language educators to translate and communicate effectively. The various elements of linguistic competency that teachers demonstrate include comprehension, connotation, convention, and conditioning. Conclusion: Cultural awareness and sensitivity also help language educators empower learners and enhance their capacity to become better intercultural communicators. The paper suggests that Chinese language teachers should make regular visits to China to enhance their cultural awareness. Educators should also try various strategies, including double translation, comparison, and situational settings to integrate cultural awareness into their teachings.

School Innovation Culture as Predictor of Teachers’ Research Competence

The study assessed the school innovation culture and teachers' research competence in selected higher education institutions in Hunan, China. It assessed the culture of school innovation using the sub-variables strategy, support mechanism, structure, and creative behavior. To assess research competence, the study used the sub-variables research methodology, ethics, and utilization of research. The study also determined the predictive role of innovation culture on teachers' research competence. The study involved 305 teacher respondents selected randomly from a total population of 1460 teachers. The researcher developed the instrument used for data gathering. It was validated, pilot tested, and showed acceptable reliability results. The findings revealed a weak innovation culture in the schools investigated. The respondents assessed innovation culture as weak in all its sub-variables. It implies a lack of organized effort to foster an innovation culture in the investigated schools. The findings also showed poor research competence among the respondents. They have poor competence in research methodology, ethics, and utilization. Based on the results of the multiple linear regression analysis, the study concluded that school innovation culture has a predictive influence on teachers' research competence. This implies that a weak school innovation culture has a negative impact on the research competence of teachers. The study highlights the need to strengthen innovation culture to increase school research productivity.