Teacher Perceptions of Intercultural Sensitivity and Their Classroom Management Practices: An Empirical Study Among Middle and High School Teachers in a Georgia School System

<p>Researchers have reported the existence of an achievement and discipline gap between Black and White students and examined factors that potentially influenced the outcomes. The researcher conducted a causal comparative study to determine if there were differences in teacher perceptions of intercultural sensitivity and classroom management practices based on gender, ethnicity, years of experience, and grade level. The present study was also designed to determine if there were differences in classroom practices based on levels of intercultural sensitivity. The data were collected using a survey instrument comprised of the following three parts: four preliminary questions to gather demographic information, the 24-item Intercultural Sensitivity Scale (ISS), and the 12-item version of the Behavior and Instructional Management Scale (BIMS). The survey was administered to 386 middle and high school teachers in a small school system in central Georgia, and 153 participants responded to the survey. The ISS scores were analyzed with a factorial ANOVA, and the Behavior and Instructional Management Scale scores were analyzed with a Kruskal-Wallis test. The mean of ISS scores fell in the high sensitivity range, and the mean of the Behavior and Instructional Management Scale scores fell in the less controlling range. The results revealed that there was no significant difference in perceptions of intercultural sensitivity or classroom management practices based on gender, ethnicity, years of experience, and grade level. The results also revealed that there was no significant difference in perceptions of classroom management for participants with high levels of intercultural sensitivity versus participants with average levels of intercultural sensitivity. Implications of the study were that factors other factor s than teacher beliefs and classroom practices potentially contributed to the achievement and discipline gaps.</p>

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Counseling, Foundations & Leadership

Year dc:date.available

2019

Author dc:creator

• Walker, Nigel Lavar

Contributors dc:contributor

• Dr. Marguerite Yates
• Dr. Andrea Dawn Frazier
• Dr. Richard Rogers

• Intercultural Sensitivity
• Classroom
• Management
• Middle School
• High School
• Georgia
• Curriculum and Instruction
• Educational Leadership

Language dc:language

English

Repository record dc:identifier

https://csuepress.columbusstate.edu/theses_dissertations/320

OAI identifier oai:identifier

oai:csuepress.columbusstate.edu:theses_dissertations-1322