Teachers’ Attitude Towards Multiculturalism and Diversity of Learners in Relation to Students’ Academic Performance of Araling Panlipunan
Keywords:
Academic Performance, multiculturalism and diversity, teachers’ attitudeAbstract
This study examines the relationship between teachers' attitudes toward multiculturalism and learner diversity in relation to the academic performance of Grade 10 students in Araling Panlipunan within the Division of Bacolod City. Using a descriptive research design, the study analyzed various factors, including teachers’ demographics, attitudes, and perceptions of multiculturalism and diversity. Findings indicate that teachers generally exhibit a moderately positive attitude toward multiculturalism and a high extent of recognition of learner diversity. However, while no significant relationship was found between teachers’ attitudes toward multiculturalism and student academic performance, a significant relationship was established between teachers’ recognition of learner diversity and students’ academic achievement. Based on these results, a development program was proposed to enhance teachers’ awareness of multiculturalism and equip them with strategies to address learner diversity effectively. The study underscores the importance of culturally responsive teaching in fostering an inclusive and equitable educational environment.
References
Allport, G. (1954). The nature of prejudice. Addison-Wesley.
Algara, M. (2010). Teachers’ attitudes toward the teaching of Filipino in relation to their teaching skills and performance. Philippine Journal of Teacher Education, 18(1), 44–58.
Banks, J. A. (2013). Multicultural education: Issues and perspectives. John Wiley & Sons.
Banks, J. A., & Banks, C. A. M. (2010). Multicultural education: Characteristics and goals. John Wiley & Sons.
Basham, J. D., Meyer, H., & Perry, E. (2010). The role of learner-centered principles in e-learning for diverse learners. Journal of Online Learning, 6(4), 31–45.
Bilbao, P. P., Corpuz, B. B., Llagas, A. T., & Salandanan, G. G. (2015). The teaching profession (2nd ed.). Lorimar Publishing.
Bronfenbrenner, U. (2015). Bioecological systems theory of human development. Harvard University Press.
Cagle, J. (2010). Cultural competence in teaching: A training framework for educators. Educational Research Journal, 12(3), 45–59.
Del Castillo, M. (2013). Organizational climate and teachers’ performance in public secondary schools of Bacolod City. Asian Journal of Education and Learning, 4(3), 29–37.
Department of Education. (2015). National Competency-Based Teacher Standards (NCBTS). Manila: DepEd.
Department of Education. (2016). K to 12 Curriculum Guide: Araling Panlipunan (Grades 10). Department of Education.
Department of Education. (2017). DepEd Order No. 42, s. 2017: National Adoption and Implementation of the Philippine Professional Standards for Teachers. Department of Education.
Department of Education. (2019). Araling Panlipunan Curriculum Guide [PDF]. https://www.deped.gov.ph/wp-content/uploads/2019/01/AP-CG.pdf
Dodici, A. D. (2011). Teachers’ multicultural beliefs and sheltered instruction practices. Journal of Multicultural Studies, 19(4), 221–238.
El-Ghazal, N. (2012). Multicultural attitudes of teachers in urban and rural learning environments. Journal of Contemporary Educational Research, 14(2), 99–118.
Escobin, G. (2014). Effectiveness of principals’ communication skills and its relationship to teachers' work attitude. Asia Pacific Educational Review, 12(4), 201–210.
Fadzilah, A. R., et al. (2010). Knowledge of diverse learning as a component of effective teaching. International Journal of Teacher Education, 9(1), 55–72. Falsario, H. N., Muyong, R. F., & Nueva España, J. (2014). Classroom climate and academic performance of education students. ARETE Journal of Teacher Education, 2(1), 15–27.
Foley, J., & Lythe, R. (2010). Physical education teachers’ attitudes toward cultural pluralism. Journal of Physical Education Pedagogy, 7(3), 211–229. Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press.
Gursoy, A. (2016). Teachers’ multicultural attitudes toward multicultural education. International Journal of Multicultural Education, 18(4), 55–72. Harmer, J. (2015). The practice of English language teaching (5th ed.). Pearson.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
Herrera, J. C. (2010). Teachers’ multicultural perceptions, beliefs, and attitudes toward curriculum implementation in urban US schools. Journal of Urban Education, 45(2), 117–132.
Hoosien, S. (2014). Exploring teachers’ multicultural perspectives in Canadian diverse classrooms. International Review of Education, 60(5), 577–594.
Lartec, J. K., Bustos, J. G., & Namoco, A. (2014). Strategies and problems encountered by teachers in implementing mother tongue-based instruction in a multilingual classroom. Philippine ESL Journal, 13(1), 22–38.
McIntyre, J. (2012). Building a multicultural classroom environment. Journal of Inclusive Education, 8(2), 66–75.
National Association for Multicultural Education. (2010). Principles and tenets of multicultural education.
Ortiz, M. (2012). Culturally responsive pedagogy in multicultural education. Journal of Educational Practice, 14(2), 22–35.
Perkins, R. M. (2012). A mixed-methods study on multicultural awareness and knowledge of preservice teachers. Teacher Education Research Review, 28(2), 74–89.
Prell, V. S. C. (2012). Multicultural education pedagogy among high school social science teachers. International Journal of Social Education, 15(3), 45–60. Professional Regulation Commission. (1994). Republic Act 7836: Philippine Teachers Professionalization Act of 1994. PRC Legal Affairs Service.
Republic of the Philippines. (1987). The 1987 Constitution of the Republic of the Philippines, Article XIV (Education, Science and Technology, Arts, Culture and Sports). Malacañang Records Office.
Saban, C. B. (2013). Learning needs in the multicultural classroom: Implications for equitable teaching. Journal of Philippine Education Research, 10(2), 77–91.
Study.com. (2015). Definition of student academic performance. https://study.com
Ulug, M., Ozden, M., & Eryilmaz, A. (2011). The effects of teachers’ attitudes on students’ personality development and performance. Educational Psychology Review, 23(1), 37–49.
Vasquez-Montilla, E., et al. (2014). Teachers’ beliefs about cultural and linguistic diversity. Journal of Multicultural Education, 8(2), 22–39.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Nerelia L. Alpon (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
