Research ArticleOpen AccessGoogle Scholar indexed
Greek Teachers’ Attitude towards Multiculturalism: Psychometric Properties of the Teacher Multicultural Attitudes Survey Scale (TMAS)
Harokopio University, Athens, Greece
Harokopio University, Athens, Greece
A.T.E.I. of Thessaloniki, Thessaloniki, Greece
School of Pedagogical & Technological Education, Athens, Greece
School of Pedagogical & Technological Education, Athens, Greece
- 1 Harokopio University, Athens, Greece
- 2 Harokopio University, Athens, Greece
- 3 A.T.E.I. of Thessaloniki, Thessaloniki, Greece
- 4 School of Pedagogical & Technological Education, Athens, Greece
- 5 School of Pedagogical & Technological Education, Athens, Greece
Creative Education·Volume 09 (2018)·Pages 2525–2533·Published 7 November 2018·DOI10.4236/ce.2018.915191
Copy link · social · email
Abstract
Τ he aim of the present study is to adapt the “Teacher Multicultural Attitude Survey (TMAS)” developed by Ponterotto, Baluch, Greig, & Rivera (1998) , to Greek teachers . More specifically , it examines the reliability and validity of the “Teacher Multicultural Attitude Survey (TMAS)” as an appropriate instrument for the evaluation of Greek teachers’ multicultural attitudes. The Greek version of the questionnaire was administered to 273 teachers from different regions of Greece and its validity and reliability were tested. The data analysis led to a three-factor structure. The results indicated that the Greek version of the “ Teacher Multicultural Attitude Survey (TMAS)” is a reliable psychometric tool and can be used to evaluate Greek teachers’ style toward multicultural ism .
KeywordsMulticulturalismTeachersAttitude inside ClassroomTeacher Multicultural Attitude Survey (TMAS)Confirmatory Factor Analysis
- Banks, J. (2004). Introduction to Multicultural Education. Athens: Papazisis.
- Bostic, T. (2006). Teacher Empathy and Its Relationship to the Standardized Test Scores of Diverse Secondary Students. n.p.: ProQuest, UMI Dissertations Publishing.
- Capella-Santana, N. (2003). Voices of Teacher Candidates: Positive Changes in Multicultural Attitudes and Knowledge. The Journal of Education Research, 96, 182-189. https://doi.org/10.1080/00220670309598806
- Chamberlain, S. P. (2005). Recognizing and Responding to Cultural Differences in the Education of Culturally and Linguistically Diverse Learners. Intervention in School & Clinic, 40, 195-211. https://doi.org/10.1177/10534512050400040101
- Cicchelli, T., & Su-Je, C. (2007). Teacher Multicultural Attitudes: Intern/Teaching Fellows in New York City. Education and Urban Society, 39, 370-381. https://doi.org/10.1177/0013124506298061
- Dotger, B. (2010). “I had no idea”: Developing Dispositional Awareness and Sensitivity through a Cross-Professional Pedagogy. Teaching and Teacher Education, 26, 805-812. https://doi.org/10.1016/j.tate.2009.10.017
- Dusek, J. B., & Joseph, G. (1983). The Bases of Teacher Expectancies: A Meta-Analysis. Journal of Educational Psychology, 75, 327-346. https://doi.org/10.1037/0022-0663.75.3.327
- Good, T. L., & Weinstein, R. S. (1986). Schools Make a Difference: Evidence, Criticisms, and New Directions. American Psychologist, 41, 1090-1097. https://doi.org/10.1037/0003-066X.41.10.1090
- Graybill, S. W. (1997). Questions of Race and Culture: How They Relate to the Classroom for African American Students. Clearing House, 70, 311-319. https://doi.org/10.1080/00098655.1997.10543533
- Lee, K. S., Summers, E. J., & Garza, R. (2009). Effects of Case-Based Learning on Preservice Teachers’ Multicultural Attitudes: A Mixed Methods Study. Academic Leadership: The Online Journal, 7, No. 1.
- Nikolaou, G. (2000). Subsuming and Training of the Foreign Students in the First Grade School. Athens: Εllinika Grammata Publications.
- Pallas, A., Natriello, G., & Mc Dill, B. (1989). The Changing Nature of the Disadvantaged Population: Current Dimensions and Future Trends. Educational Research, 18, 16-22.
- Ponterotto, J. G., & Pedersen, P. B. (1993). Preventing Prejudice: A Guide for Counsellors and Educators. Newbury Park: Sage Publications.