Development and Exploratory Factor Analysis of a Multicultural Competence Assessment Scale for Primary School Teachers

Abstract

Multicultural competencies are essential for teachers to provide education that fosters cultural diversity of learners and creates an inclusive learning environment in which every student feels accepted and included. However, research on teachers’ multicultural competence remains limited, particularly regarding the development of valid assessment tools. This study aimed to develop and explore the construct validity of a multicultural competence assessment scale for teachers. The sample consisted of 351 primary school teachers from culturally diverse urban schools. The research instrument was a 40-item multicultural competence scale, with an overall reliability coefficient of α = .977. Data analysis involved descriptive statistics and exploratory factor analysis (EFA), using the principal component analysis (PCA) method with orthogonal rotation (varimax rotation). The findings revealed four underlying components comprising 40 indicators: 1) knowledge of cultural diversity, 2) skills in designing learning activities that integrate multicultural content, 3) awareness involving recognition of students’ diverse expressions and self-awareness of personal biases and attitudes, and 4) relationships, which include effective communication and collaboration with parents and guardians to foster a learning community. All components had eigenvalues between 1.574-21.425, with a total cumulative variance of 73.41%. The communalities for all items ranged from .579-.861.