The multicultural teaching competency scale: Development and initial validation

Lisa B. Spanierman; Euna Oh; P. Paul Heppner; Helen A. Neville; Michael Mobley; Caroline Vaile Wright; Frank R. Dillon; Rachel Navarro

doi:10.1177/0042085910377442

The multicultural teaching competency scale: Development and initial validation

Lisa B. Spanierman, Euna Oh, P. Paul Heppner, Helen A. Neville, Michael Mobley, Caroline Vaile Wright, Frank R. Dillon, Rachel Navarro

Research output: Contribution to journal › Article › peer-review

78 Scopus citations

Abstract

This article reports on the development and initial validation of the multidimensional Multicultural Teaching Competency Scale (MTCS). Data from 506 pre- and in-service teachers were collected in three interrelated studies. Exploratory factor analysis results suggested a 16-item, two-factor solution: (a) multicultural teaching skill and (b) multicultural teaching knowledge. Confirmatory factor analysis suggested that the two-factor model was a good fit of the data and superior to competing models. The MTCS demonstrated adequate internal consistency and was related in meaningful ways to measures of racism awareness and multicultural teaching attitudes. Participant responses were not associated with social desirability. Implications are discussed.

Original language	English (US)
Pages (from-to)	440-464
Number of pages	25
Journal	Urban Education
Volume	46
Issue number	3
DOIs	https://doi.org/10.1177/0042085910377442
State	Published - May 2011
Externally published	Yes

Keywords

multicultural teaching competence
scale construction
teacher education
teacher preparation

ASJC Scopus subject areas

Education
Urban Studies

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10.1177/0042085910377442

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title = "The multicultural teaching competency scale: Development and initial validation",

abstract = "This article reports on the development and initial validation of the multidimensional Multicultural Teaching Competency Scale (MTCS). Data from 506 pre- and in-service teachers were collected in three interrelated studies. Exploratory factor analysis results suggested a 16-item, two-factor solution: (a) multicultural teaching skill and (b) multicultural teaching knowledge. Confirmatory factor analysis suggested that the two-factor model was a good fit of the data and superior to competing models. The MTCS demonstrated adequate internal consistency and was related in meaningful ways to measures of racism awareness and multicultural teaching attitudes. Participant responses were not associated with social desirability. Implications are discussed.",

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AU - Spanierman, Lisa B.

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AU - Heppner, P. Paul

AU - Neville, Helen A.

AU - Mobley, Michael

AU - Wright, Caroline Vaile

AU - Dillon, Frank R.

AU - Navarro, Rachel

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AB - This article reports on the development and initial validation of the multidimensional Multicultural Teaching Competency Scale (MTCS). Data from 506 pre- and in-service teachers were collected in three interrelated studies. Exploratory factor analysis results suggested a 16-item, two-factor solution: (a) multicultural teaching skill and (b) multicultural teaching knowledge. Confirmatory factor analysis suggested that the two-factor model was a good fit of the data and superior to competing models. The MTCS demonstrated adequate internal consistency and was related in meaningful ways to measures of racism awareness and multicultural teaching attitudes. Participant responses were not associated with social desirability. Implications are discussed.

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The multicultural teaching competency scale: Development and initial validation

Abstract

Keywords

ASJC Scopus subject areas

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