Abstract

The aim of this study is to determine the perceptions of preschool teachers regarding critical multicultural education competencies. The study is based on “Critical Multicultural Education Competency Model”. The sample of this descriptive research consists of 120 teachers employed at 56 kindergartens and 24 independent nursery classes in the 2014-2015 academic year. The research data is obtained using the “Critical Multicultural Education Competency Scale” (CMECS), which was developed by the researcher. The scale development is carried out with 421 teachers employed in various positions and at different branches in the province of Istanbul. The construct validity is examined by applying exploratory factor analysis and it is found that the scale displays a four-factor structure. The scale, which consists of 42 items, is composed of four sub-dimensions, namely awareness, knowledge, skill and attitude, and the scale can be used as a one-dimensional structure as well. The eligibility of the Critical Multicultural Education Competency Scale (CMECS) for this study is analyzed by looking at the reliability with item analysis. An Alpha model is used for the reliability analysis of the items in the scale and of the sub-dimensions of the scale. As a result of the reliability analysis, which is applied to determine the suitability of the CMECS, it is found that the size of the reliability coefficients vary between 0.674 and 0.887. The reliability coefficient for the whole scale is calculated as .811. As a result of the research, it is determined that the preschool teachers find themselves adequate throughout the overall scale but only partially adequate in terms of knowledge and awareness. It is seen that the variables of gender, age, ethnicity and native language cause significant levels of differentiation in the perceptions of the teachers.

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