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Open AccessArticle

Analysis of Teachers’ Intercultural Sensitivity Levels in Multicultural Contexts

1
Department of Pedagogy, University of Jaen, 23007 Jaen, Spain
2
Department of Research Methods and Diagnosis in Education, University of Granada, 51001 Ceuta, Spain
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Author to whom correspondence should be addressed.
Sustainability 2019, 11(11), 3137; https://doi.org/10.3390/su11113137
Received: 4 May 2019 / Revised: 28 May 2019 / Accepted: 29 May 2019 / Published: 4 June 2019
(This article belongs to the Special Issue Intercultural Education and Sustainability)
Societies comprise multiple cultures, meaning that different cultural perceptions exist and that intercultural sensitivity is seen as an indicator of successful intercultural relations. The aim of this research is to establish the intercultural sensitivity levels of teachers in two multicultural cities. The sample consists of 190 teachers in primary education in the autonomous cities of Ceuta and Melilla and 174 primary teachers of Malaga and Granada, which makes a total sample of 364 teachers. The scale used in this research is an abridged version of the Intercultural Sensitivity Scale: relational engagement, regard for cultural diversity, relational certainty, relational satisfaction, and relational carefulness. The scale has been validated on many occasions in the abridged and unabridged versions. The results show that teachers in Melilla and Ceuta show high levels of cultural sensitivity. There are significant differences depending on the variables analysed and depending on the context. Interaction enjoyment and interaction attentiveness have the highest levels for teachers in this research. View Full-Text
Keywords: education; intercultural; teachers education; intercultural; teachers
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Segura-Robles, A.; Parra-González, M.E. Analysis of Teachers’ Intercultural Sensitivity Levels in Multicultural Contexts. Sustainability 2019, 11, 3137.

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