Culturally responsive teaching in higher education: the effects of personality and personal meaning profiles of academics on culturally responsive teaching self-efficacy

• Nesrin Gumus ^[3] ; Engin Karadag ^[1] ; Hatice Ergin-Kocaturk ^[2]
  1. [1] Akdeniz University

     Akdeniz University

     Turquía

     
  2. [2] Boğaziçi University

     Boğaziçi University

     Turquía

     
  3. [3] National Defence University

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• Localización: Culture and Education, Cultura y Educación, ISSN-e 1578-4118, ISSN 1135-6405, Vol. 37, Nº 1 (marzo), 2025, págs. 22-60
• Idioma: inglés
• Títulos paralelos:
  • La enseñanza culturalmente receptiva en la Educación Superior: los efectos de la de personalidad y de los perfiles de significado personal de los académicos en la autoeficacia en educación culturalmente receptiva
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• Resumen
  • español

    El objetivo de este estudio es explorar los factores que influyen en las competencias pedagógicas culturalmente receptivas del profesorado, y comprobar si los rasgos de personalidad y los perfiles de significado personal ejercen un efecto significativo sobre la autoeficacia de la enseñanza culturalmente receptiva. Se obtuvieron datos de 1,883 académicos mediante la Escala de Autoeficacia de Enseñanza Culturalmente Receptiva, el Inventario de Personalidad de 10 ítems y la Escala breve de Perfil de Significado Personal. Para analizar los datos, se llevaron a cabo análisis de correlaciones, de regresión y de modelo de ecuaciones estructurales. Los resultados revelan que la autoeficacia de la enseñanza culturalmente receptiva es baja. Por lo que respecta a los perfiles de significado personal, los rasgos de personalidad ‘apertura a la experiencia’ y ‘amabilidad’, y ‘autotrascendencia’ y ‘trato justo’, tenían un efecto significativo en la autoeficacia de la enseñanza culturalmente receptiva, mientras que ‘religión’ y ‘autoaceptación’ no tenían ningún efecto. A la luz de los resultados obtenidos, formulamos varias sugerencias orientadas a la participación del profesorado en cursos de formación sobre una pedagogía culturalmente receptiva para mejorar su sensibilidad hacia las distintas culturas.

  • English

    In this study, we aimed to examine the factors affecting the culturally responsive teaching competencies of academics and tested whether the personality traits and personal meaning profiles of the academics had significant effects on culturally responsive teaching self-efficacy. Data were obtained from 1,883 academics by using the Culturally Responsive Teaching Self-Efficacy Scale, Ten-Item Personality Inventory and Personal Meaning Profile Scale — Short Form. Correlation, regression and structural equation modelling analyses were run to analyse the data. We found that culturally responsive teaching self-efficacy is low. In terms of personal meaning profiles, ‘openness to experience’, ‘agreeableness’ personality traits and ‘self-transcendence’ and ‘fair treatment’ had a significant effect on culturally responsive teaching self-efficacy while ‘religion’ and ‘self-acceptance’ were found to have no effect. Based on the findings, we made various suggestions for academics to participate in training on culture-sensitive teaching pedagogy to be more sensitive to different cultures.

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