This study was designed to determine the effects of various teacher characteristics on their level of cultural competency as measured by the Cultural Competency Survey. Teacher characteristics of interest were sex, age, years of teaching, grade level currently teaching, and degree level earned.The sample consisted of 2800 teachers, teaching in 82 schools. They ranged in educational experience from student teachers to those with doctoral level degrees and in length of experience in urban schools from just a few months to over 29 years. Of the 2800 teachers requested to complete the survey, 594 were minority teachers. This makes up 20% of the teaching population.The Cultural Competency Survey was adapted with the help of the Indianapolis Public Schools from a paper-and-pencil survey to one that was administered to each and every IPS teacher through the IPS intranet survey capabilities delivered through the IPS Online portal.The data were analyzed using statistical programs from the Statistical Package for the Social Sciences (SPSS,13.0.1). Significant differences in the dependent variable on the Cultural Competency Survey were explored among the groups of teachers categorized by race/ethnicity, length of service, education, and grade level taught (the independent variable) with a standard split-plot factorial Analysis of Variance (ANOVA) design.Results showed main effects for sex and race with females generally scoring higher than males and African Americans scoring higher than Caucasians. Possible reasons for these findings were discussed and a call for future research was offered. / Department of Educational Leadership
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/180782 |
| Date | January 2006 |
| Creators | Silverman, Anita S. |
| Contributors | McKinney, Joseph R. |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | vii, 69 leaves ; 28 cm. |
| Source | Virtual Press |
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