An Assessment of Cultural Diversity Awareness of Elementary Teachers: Implication to Teacher to Teacher

Abstract

This study aimed to describe the cultural diversity awareness of elementary teachers whose profile was presented as to language; sex; educational background; teaching experience; multicultural educational training; religion; socio-economic status; and occupation of family members. The description of the level of awareness was characterised as to: general cultural awareness; culturally diverse teachers; cross-cultural communication; assessment; and creating a cultural environment. This research employed the descriptive method of study. One hundred twenty seven (127) were taken as sample respondents from the sixteen (16) public elementary schools of the Concepcion West District. The respondents were found to be only satisfactorily aware on general cultural awareness, culturally diverse teachers, cross-cultural communication, assessment, and creating multicultural environment which could be attributed to lack of knowledge about multicultural diversity. Generally, the elementary teachers are only aware satisfactorily on cultural diversity as indicated by the Grand Mean of 2.29. It implies that the teachers do understand the meaning of cultural diversity but not considering as significant in the education of the learners.