Influence of Teacher Multicultural Awareness and Competence towards Culturally Responsive Teaching Readiness

Abstract

This study aimed to determine the influence of multicultural awareness and competence on culturally responsive teaching readiness of teachers at Bunawan District Elementary Schools, Bunawan, Agusan del Sur. The research employed a quantitative descriptive-correlational research design, utilizing a survey questionnaire as the primary data-gathering tool. The respondents were the 121 teachers from the five responding schools. They were chosen using universal sample technique. The data collected were analyzed using statistical methods such as mean, Pearson r, and multiple regression analysis. The results showed that teachers consistently exhibited multicultural awareness, both in terms of self-awareness and cultural awareness. Moreover, the multicultural competence in terms of knowledge was always demonstrated, while the dimensions, skills, and recognition were often demonstrated. Likewise, the culturally responsive teaching readiness in terms of personal readiness was always practiced, while professional readiness was often practiced. Furthermore, both multicultural awareness and competence have a significant relationship with culturally responsive teaching readiness. Moreover, the dimension of multicultural awareness, namely cultural awareness, significantly predicts culturally responsive teaching readiness. Meanwhile, the dimensions of multicultural competence, skill, and recognition were the significant predictors of culturally responsive teaching. These results highlight the essential role of teachers' awareness and competence in fostering a high level of readiness to integrate culturally responsive teaching strategies with the students.