MULTICULTURAL SENSITIVITY AND CULTURALLY RESPONSIVE TEACHING PRACTICES OF ELEMENTARY TEACHERS

ELEMENTARY EDUCATION

The purpose of the study was to determine how the multicultural sensitivity of teachers, as perceived by students, influences their culturally responsive teaching practices. A correlational method of research was conducted using validated, adapted, and modified questionnaires for both variables. The extent of multicultural sensitivity was measured in terms of five indicators: ethnocentrism, intercultural effort, intercultural stress, exhibiting multiculturalism, and monocultural orientation, while culturally responsive teaching practices were assessed using six indicators: validating, comprehensive, multidimensional, empowering, transformative, and emancipatory. Descriptive statistics revealed that teachers’ multicultural sensitivity and culturally responsive teaching practices were generally rated as “High”. The null hypothesis was tested at a 0.05 level of significance to assess the correlation of variables. Results show a significantly low positive correlation between the variables, with Pearson’s r = 0.323 and p-value = 0.005. Further analyses using an independent t-test and ANOVA indicated no significant differences in multicultural sensitivity when grouped according to sex (p = 0.599) and grade level (p = 0.183). Moreover, regression analysis identified intercultural stress (p = 0.019) and exhibiting multiculturalism (p = 0.000) as significant predictors of culturally responsive teaching practices. In conclusion, teachers’ multicultural sensitivity, particularly their ability to manage intercultural stress and exhibit multiculturalism, positively influences their responsiveness to diverse student needs. It is recommended that the Department of Education provide sustained training programs on multicultural competencies to strengthen inclusive and culturally grounded teaching practices.

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