The study is based on the sensitivity of multiculturalism, effectiveness of multicultural teaching and ability to teach multiculturalism, and ability to teach children in Jeon-buk, according to their personal background.
We will analyze how the multicultural sensitivity that infant teachers perceive affects the effectiveness of multicultural teaching and the ability of multicultural education and use it as a basic data for finding ways to help multicultural teachers in kindergartens.
The teaching experience, multicultural education, travel and student guidance of infant teachers analyzed the differences in multicultural sensitivity, multicultural teaching efficacy and multicultural educational competence, and studied how infant teachers are related to multicultural sensitivity, teaching efficacy and multicultural education competence.
The total number of people surveyed is 255. The measuring tools used Kang Jong-hoon (2015), Kim Hae-yeon (2014), and Park Chung-hee (2014)'s multicultural faculty capacity scale.
The conclusions of this study are as follows:
First, if you look at the technical statistics of each variable, the overall average of multicultural sensitivity is above average. Interaction self-confidence and interaction orientation are normal, and interaction participation is 2.918, and interactionism is 1.554.
The overall average of multicultural teaching efficacy is above average, but less than average in the case of teaching efficacy. This means that interaction self-induction is high, but interaction engagement and interactionism are generally low.
Respect and understand different cultures in general about teachers' sensitivity to multiculturalism but they are attention paid to individuals in other cultures was weak.
Second, most of the subcomponents of multicultural sensitivity had a static correlation(+) with the sub-factors of multicultural teaching efficacy.
Third, multicultural sensitivity has been shown to have a significant explanation for the effectiveness of multicultural teaching, and the more multicultural the teacher's sensitivity is, the more effective the multicultural faculty has been.
Fourth, multicultural sensitivity has been shown to be a significant explanation for multicultural education capabilities, indicating that the higher the sensitivity of teachers toward multiculturalism, the higher the capacity of multicultural education.
According to the research, in order to increase teachers' sensitivity to multiculturalism, they should respect themselves and other cultures and be more confident in their behavior of interacting with people from different cultures. In addition, when an infant teacher conducts a class on multiculturalism at an educational site, they should increase the sensitivity of interacting with and participating with people of different cultures in order to form the environment and conditions of the class, select appropriate materials and educational methods, or develop them. In order to foster mutual understanding and cooperation among diverse groups of multicultural faculty efficacy and mutual respect, we needed to make efforts to enhance the multicultural sensitivity to multiculturalism, multi-cultural teaching efficacy, and multicultural education capabilities of teachers through the support of schools and society.