Role of Social Justice in the Relationship Between Cultural Intelligence and Attitude Toward Teaching Profession

Q2 Social Sciences

Journal of Teacher Education for Sustainability Pub Date : 2022-06-01 DOI:10.2478/jtes-2022-0007

Kasım Karataş, Bunyamin Han

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引用次数: 0

Abstract

Abstract The research investigated the role of social justice in the relationship between cultural intelligence and attitude toward teaching profession. For a sustainable education, social justice and cultural intelligence are seen crucial in teaching profession. The data of the study were collected from 404 prospective teachers studying at a state university in Turkey by using a paper-based survey. For collecting the data, “Cultural Intelligence Scale (CIS)” developed by Ang et al. (2007) and adapted into Turkish by Ilhan and Cetin (2014); “Social Justice Scale (SJS)” developed by Torres-Harding et al. (2012) and adapted into Turkish by Cirik (2015); and “Attitude Scale of Teaching Profession” developed by Üstüner (2006) were used. A structural model was established and conducted to hypothesize the research questions. Confirmatory factor analysis (CFA) was used to validate the measurement and structural model. The SEM-based mediating analysis using SPSS AMOS was employed to test the hypothesized relationships. According to the results, cultural intelligence predicted the attitude towards the teaching profession and also social justice. Moreover, social justice was found to be in the full mediating role in the relationship between cultural intelligence and attitude towards the teaching profession. The research concluded that social justice was an important factor in increasing cultural intelligence competencies of teacher candidates to enhance their positive attitude towards teaching profession.

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社会公正在文化智力与教师职业态度关系中的作用

摘要本研究探讨了社会公正在文化智力与教师职业态度之间关系中的作用。对于可持续的教育来说，社会正义和文化智慧在教师职业中至关重要。这项研究的数据是通过纸质调查从土耳其一所州立大学的404名潜在教师那里收集的。为了收集数据，Ang等人开发了“文化智力量表（CIS）”（2007年），Ilhan和Cetin将其改编为土耳其语（2014年）；Torres Harding等人开发的“社会公正量表（SJS）”（2012年），Cirik（2015年）将其改编为土耳其语；以及Üstüner（2006）编制的“教师职业态度量表”。建立了一个结构模型，并对研究问题进行了假设。验证因子分析（CFA）用于验证测量和结构模型。使用SPSS AMOS进行基于SEM的中介分析来检验假设的关系。根据研究结果，文化智力预测了对教师职业的态度以及社会正义。此外，社会公正在文化智力与教师职业态度之间的关系中起着充分的中介作用。研究得出结论，社会公正是提高教师候选人文化智力的重要因素，以增强他们对教师职业的积极态度。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Teacher Education for Sustainability Social Sciences-Education

CiteScore

4.10

自引率

0.00%

发文量

期刊介绍： Journal of Teacher Education for Sustainability (JTEFS) is a forum for the meeting of different views, ideas and research to promote the further development of studies and practice of teacher education in all areas of formal and non-formal education in relation to sustainability. Contributors are encouraged to submit articles with relevance to content and forms of teacher professional and academic education, problems and tasks of teacher in-service education and other issues to help teachers to become responsible mentors for the sustainable development.