Graduate Program

School Psychology

Degree Name

Specialist in School Psychology

Semester of Degree Completion

Spring 2021

Thesis Director

Assege HaileMariam

Thesis Committee Member

Margaret T. Floress

Thesis Committee Member

Ronan S. Bernas

Abstract

Diverse learners face a variety of challenges, such as achievement gaps, behavior problems, and absenteeism. Therefore, it is important for their educators to have both multicultural teaching knowledge and skills to address these challenges and work towards a successful school experience for all students. Although research has sought to measure the cultural competence of teachers, not many studies have examined cultural competence in other school professionals (administrators, school psychologists, social workers, interventionists, instructional assistants, and other individuals who directly work with students in the school environment). In the current study, 185 teachers and other school professionals completed an adapted version of the Multicultural Teaching Competency Scale (MTCS). The MTCS includes a total score as well as two sub-scores (multicultural teaching knowledge and multicultural teaching skills). The average total MTCS score was 73.2 out of 96 for teachers and 72 out of 96 for other school professionals, indicating that most participants surveyed reported having adequate multicultural teaching knowledge and skills. There was no significant difference between the scores of teachers and other school professionals. However, results suggested that participants who completed their training 0-5 years ago scored significantly higher on the total MTCS and the multicultural teaching knowledge sub-score than those who completed their training 11 or more years ago. Implications and future directions are discussed.

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