ELbashir, Bashir (2024) An Investigation of Cultural Sensitivity and Teachers’ Classroom Management. International Journal of English Language Teaching, 12 (1). pp. 28-45. ISSN 2055-0820(Print),2055-0839(Online)
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Abstract
The variety of cultures in educational institutions is expanding quickly. As a result, instructors' understanding of cultural background becomes a useful asset in how they run their classroom. This study sought to determine how instructors' classroom management relates to their cultural sensitivity. A correlational research design was used in the study. It is a quantitative study that also included interviews. A total of 30 participants who taught at three universities in Oman; namely A’ Sharqiyah University, Sohar University and the University of Technology and Applied Sciences during the academic year 2022–2023 were included in the study. Three (3) of the educators were chosen at random for an interview. Questionnaires were used to collect the necessary data following the survey method and teacher interviews were selected at random. Frequency count and percentage were used to examine the data. The study's findings showed that teachers exhibit a high level of cultural awareness. They made extensive use of optimal classroom management. A moderately significant association between cultural sensitivity and classroom management was also revealed by the research. According to the results, instructors' cultural sensitivity affects how they manage their classrooms. The study suggests teacher capacity-building initiatives, such as seminar-workshops on multicultural educational approaches and culturally sensitive classroom management techniques, to help teachers expand their expertise.
| Item Type: | Article |
|---|---|
| Subjects: | P Language and Literature > PE English |
| Depositing User: | Professor Mark T. Owen |
| Date Deposited: | 27 Dec 2023 20:36 |
| Last Modified: | 27 Dec 2023 20:36 |
| URI: | https://tudr.org/id/eprint/2511 |
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