TEACHER COMPETENCE IN MULTICULTURAL SCHOOLS IN SAUDI ARABIA by VERONICA NAIDOO Submitted in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION in the subject EDUCATIONAL PSYCHOLOGY at the UNIVERSITY OF SOUTH AFRICA SUPERVISOR: DR C MEIER JUNE 2007 DECLARATION STUDENT NO: 3493-472-3 I hereby declare that Teacher Competence in Multicultural Schools in Saudi Arabia represents my own work and that all the sources that I have used, or quoted, have been indicated and acknowledged by means of complete references. __________________ ________________ SIGNATURE DATE V NAIDOO (MRS) i DEDICATION This work is dedicated to my twin sons, Luschen and Leevan, my husband, Trevor, and my mother for their constant support and encouragement. ii ACKNOWLEDGEMENTS My gratitude and heartfelt appreciation go the following people: • My supervisor, Dr C Meier, for her professional advice and guidance. Her dedication to her task as supervisor has allowed me to progress with confidence and enthusiasm. I greatly appreciate the time and effort taken by her to evaluate this dissertation critically. • My principal, Mr Rick Barnhouse, and my vice-principal, Mrs Evelyn Harrison, who allowed me to conduct my research at the school site. • The teaching staff at ISG-Dammam: for the time spent in answering the questionnaires and for their valued responses. • My mother for her continuous, long distance encouragement. • My family overseas for their support and encouragement. • My twin boys, Luschen and Leevan, for always enquiring after my work and for understanding the times when I needed to work and could not spend time with them. • My husband, Trevor, for being at my side all the late nights required by the study, for both emotional and nutritional nourishment and for his constant support, encouragement and belief in me. • Prof EM Lemmer for the editing. • Mrs M van Zijl for the final layout of the document. iii SUMMARY This research aimed at identifying the teacher competencies of teachers teaching at an international school in Saudi Arabia. The research addressing the problems and sub-problems involved a literature review that conceptualised multicultural education and international schooling. The empirical investigation included the use of a questionnaire to gather data. The questionnaire aimed at determining the ability of teachers to function effectively within a multicultural environment. The findings, which were linked to the literature review, revealed areas of strength and weakness. Based on the findings, recommendations were made for school administrators for the design of appropriate staff development programmes to inculcate in teachers the competencies necessary to perform effectively in an international multicultural environment. iv LIST OF TABLES Table 4.1 Teaching staff...........................................................................................................56 Table 4.2 Number of respondents in each school............................................................56 Table 4.3 Qualified teachers for teaching their subject..................................................57 Table 4.4 Number of years teaching in international schools and in home country......................................................................................................................58 Table 4.5 Number of respondents qualified in home country and away from home country................................................................................................59 Table 4.6 People who speak the same language share a common culture...........60 Table 4.7 People who are from the same nation share a common culture............60 Table 4.8 People who are from the same geographic area share a common culture........................................................................................................................61 Table 4.9 Families from the same culture share the same values...............................61 Table 4.10 Story books for children about another culture are generally a true reflection of that culture .........................................................................62 Table 4.11 Multicultural education deals with ethnic or racial issues only.................62 Table 4.12 Teaching about different cultures according to the months/ seasons e.g. a study of the Native Americans should take place in November when Thanksgiving occurs in the United States................63 Table 4.13 We should teach multicultural education as a separate subject.............63 Table 4.14 Multicultural education is an accepted part of the curriculum...............64 Table 4.15 Multicultural education promotes division rather than unity..................64 Table 4.16 If a society has only one or two cultures, then multicultural education is unnecessary......................................................................................65 Table 4.17 The concept of multicultural education should be reserved for the teaching of older children only...................................................................65 Table 4.18 When we teach, we forget about common aspects that prevail throughout people................................................................................................66 Table 4.19 Multicultural education is unnecessary for societies that acknowledge cultural diversity.....................................................................................................66 Table 4.20 When we teach about other cultures the history of an event becomes distorted..............................................................................................67 Table 4.21 Most people identify with only one culture...................................................67 v Table 4.22 There are insufficient resources regarding multicultural education......68 Table 4.23 Number of true and false statements..........................................................68 Table 4.24 Teachers’ teaching experience and interaction with students from different cultural groups.........................................................................70 Table 4.25 Classroom teaching, integration of cultural differences and communication.....................................................................................................73 Table 4.26 Cultural tolerance of teachers towards their students..............................76 Table 4.27 Ability to teach and tolerate students of diverse cultures........................78 Table 4.28 Professional development programmes attended....................................79 Table 4.29 Attendance at conferences.................................................................................81 Table 4.30 This school provides all students with equal opportunities to learn........................................................................................................................82 Table 4.31 The curriculum that I teach reflects a bias towards a certain ethnic group...........................................................................................................84 Table 4.32 The extra- and co-curricular activities offered at this school contribute to improving academic achievement........................................86 Table 4.33 The extra- and co-curricular activities at school assist in creating positive interracial relationships.......................................................................88 Table 4.34 Values shared by most cultural groups e.g. justice, equality, freedom, peace etc. are taught to students at school................................89 Table 4.35 Worksheets used deal mainly with one/combination of cultural/ national groups....................................................................................................90 LIST OF GRAPHS Figure 4.1 Teachers qualified and not qualified to teach their subject......................57 Figure 4.2 Number of years teaching in international schools and in home country.........................................................................................................58 Figure 4.3 Teaching experience with students of diverse cultures................................72 Figure 4.4 Integration of culture into classroom practice and communication........75 Figure 4.5 Cultural tolerance of students.............................................................................78 vi List of frequently used abbreviations ELS English Second Language NAME National Association for Multicultural Education NCATE National Council for the Accreditation of Teacher Education vii TABLE OF CONTENTS DECLARATION............................................................................................................................i DEDICATION ..............................................................................................................................ii ACKNOWLEDGEMENTS .......................................................................................................iii SUMMARY ..................................................................................................................................iv LIST OF TABLES.........................................................................................................................v LIST OF GRAPHS .....................................................................................................................vi LIST OF FREQUENTLY USED ABBREVIATIONS......................................................vii CHAPTER ONE: INTRODUCTION, PROBLEM FORMULATION, MOTIVATION AND AIMS 1.1 INTRODUCTION............................................................................................................1 1.2 MOTIVATION FOR RESEARCH...............................................................................6 1.3 FORMULATING THE PROBLEM.............................................................................7 1.4 AIM OF THE RESEARCH............................................................................................7 1.5 RESEARCH DESIGN AND METHODOLOGY.......................................................8 1.5.1 Literature review...............................................................................................8 1.5.2 Empirical investigation....................................................................................9 1.5.2.1 Sampling technique and research sample...................................9 1.5.2.2 Data collection....................................................................................10 1.5.3 Analysis.................................................................................................................11 1.6 CONCEPT CLARIFICATION.....................................................................................11 1.6.1 International schooling....................................................................................11 1.6.2 Expatriate population.....................................................................................11 1.6.3 Ethnic group......................................................................................................12 1.6.4 Ethnocentricism................................................................................................12 viii 1.6.5 Culture within a society..................................................................................12 1.6.6 Acculturation.....................................................................................................12 1.6.7 Culture Shock....................................................................................................12 1.6.8 Discrimination...................................................................................................13 1.6.9 Racism.................................................................................................................13 1.6.10 Prejudice.............................................................................................................13 1.6.11 Stereotype..........................................................................................................13 1.7 OUTLINE OF THE STUDY........................................................................................13 1.8 SUMMARY....................................................................................................................14 CHAPTER TWO: LITERATURE REVIEW 2.1 INTRODUCTION.........................................................................................................15 2.2 A BRIEF HISTORY OF MULTICULTURAL EDUCATION..................................15 2.3 DEFINING MULTICULTURAL EDUCATION.......................................................17 2.4 THE DIMENSIONS OF MULTICULTURAL EDUCATION.................................19 2.5 AIMS OF MULTICULTURAL EDUCATION.........................................................20 2.6 PRINCIPLES OF MULTICULTURAL EDUCATION...........................................23 2.7 MISCONCEPTIONS ABOUT MULTICULTURAL EDUCATION......................25 2.8 APPROACHES TO MULTICULTURAL EDUCATION.......................................30 2.9 CURRICULUM REFORM IN MULTICULTURAL EDUCATION.......................32 2.10 TEACHER COMPETENCIES IN MULTICULTURAL SCHOOLS......................35 2.11 STAFF DEVELOPMENT IN MULTICULTURAL SCHOOLS..............................38 ix