The Effect of Teachers’ Self-Efficacy on Their Attitude Towards Implementation of Multicultural Education in Harari Government Secondary Schools

Abstract

This study was aimed at to investigate the effect of teachers’ self-efficacy attitude towards the implementation of Multicultural Education (MCE) in Harari Region Secondary Schools. To realize this descriptive survey design with quantitative approach was adopted.  100, teachers  were selected by using stratified random sampling techniques followed simple random sampling technique. Data were collected through closed ended questionnaires.   Descriptive and inferential statistical data analysis was employed. The finding showed that the practice of MCE in school was medium and teachers’ self-efficacy towards implementations of MCE in the schools was found statistically significant.  Self-efficacy in the implementation of MCE was statistically significant predictors of teacher’s attitude and practices towards implementation of MCE in the schools respectively. Self-efficacy contributed 17% on attitude and 26 % to practices in the implementation of MCE had positive impact. Self-efficacy of teachers toward MCE had a statistically significant moderate positive relation with teachers’ practices of MCE. Self-efficacy had positive impact on attitude of teachers and practices of teachers in the implementation of MCE.  The study presented crucial implications for further studies and policy actions for preparing teachers for multicultural teachers’ curriculum and multicultural educators for building cultural tolerance among diversified students in the schools.

Keywords: Self-efficacy, Attitudes, Teachers, Implementation, Multicultural education

DOI: 10.7176/RHSS/12-19-02

Publication date:October 31^st 2022