The Correlation between Global Citizenship Perceptions and Cultural Intelligence Levels of Teachers

Autor/inn/en	Yüksel, Azize; Eres, Figen
Titel	The Correlation between Global Citizenship Perceptions and Cultural Intelligence Levels of Teachers
Quelle	In: Universal Journal of Educational Research, 6 (2018) 5, S.1069-1076 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Global Education; Global Approach; Citizenship; Correlation; Cultural Literacy; Cultural Awareness; Secondary School Teachers; Teacher Attitudes; Familiarity; Knowledge Level; Individual Characteristics; Likert Scales; Social Responsibility; Citizen Participation; Metacognition; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Globales Lernen; Globales Denken; Staatsbürgerschaft; Korrelation; Cultural identity; Kulturelle Identität; Lehrerverhalten; Wissensbasis; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Likert-Skala; Soziale Verantwortung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Türkei
Abstract	The increase of communication methods in the globalized world, the reduction of locality to a minimum in the economy and as a result of this, the migration from less economically developed countries to developed countries which in turn results in close interaction between ethnicities, all make it impossible for a homogenous society to exist and forces societies to embody a multicultural structure. The aim of this study is to determine the correlation between global citizenship perceptions and cultural intelligence levels of teachers. Global citizenship perceptions of teachers are at the level of "I partially agree." Within the context of global citizenship the highest perception of teachers is global competence, while their lowest perception is social responsibility. These results suggest that teachers' perceptions of global citizenship are not at a sufficient level. Teachers' cultural intelligence levels are at the level of "I partially agree." The highest level of teachers' cultural intelligence is identified to be in the sub-dimension of metacognitive cultural intelligence, while the lowest level is seen in the sub-dimension of cognitive cultural intelligence. These results suggest that cultural intelligence levels of teachers are inadequate. It has been determined that there is a low level of positive correlation between global citizenship perceptions and the cultural intelligence levels of teachers. Preserving and maintaining the existence of cultural differences with education must be considered as an essential right. It is believed that reviewing educational policies is necessary to increase the acknowledgement of cultural differences and to ensure that language differences are reflected throughout educational practices. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01