The Investigation of Teachers’ Educational Beliefs and Attitudes towards Democracy and Multicultural Education According to Various Variables

Abstract

The aim of the study is to determine the relationship between teachers’ educational beliefs and attitudes towards democracy and multicultural education. The data of the study were collected with “Educational Beliefs Scale” and “Democracy and Multicultural Education Attitudes Scale”. The sample of this relational survey study consists of 202 teachers working in Antakya district of Hatay province. The findings show that teachers’ educational beliefs regarding perennialism and essentialism differ significantly according to gender and seniority variables, and their beliefs regarding existentialism and re-constructionism differ significantly according to school stage variable. The findings of the teachers’ attitudes towards democracy and multicultural education show that the teachers’ atttitude towards multicultural education differ significantly according to gender, school stage and seniority variables, and their prejudiced attitudes towards multicultural education differ significantly according to seniority variable. Significant relationships were found between the teachers’ educational beliefs and attitudes towards democracy and multicultural education.