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Scholarly Research Journal for Humanity Science & English Language , Online ISSN 2348-3083, SJIF 2016 = 4.44, www.srjis.com UGC Approved Sr. No.48612, AUG-SEPT 2017, VOL- 4/23 https://doi.org/10.21922/srjhsel.v4i23.9710

MULTICULTURAL EFFICACY OF PRESERVICE TEACHERS: A STUDY Lubna J. Mansuri, Ph. D. Assistant Professor, Bombay Teachers’ Training College, Mumbai Abstract Diversity prevails in the education system. Diversity in the classroom consists of different learners. Teachers play an important role in dealing with such diversity. It is pivotal that preservice teachers must be confident and possess the ability to cater to a multicultural classroom. It is imperative that pre-service teachers are effectively trained to meet the needs of diverse learners. In short high multicultural efficacy among preservice teachers is needed. Do the preservice teachers possess the experience, attitude and multicultural efficacy towards teaching? Can they effectively implement multicultural strategies for equity pedagogy?The paper is an attempt to study it.The present study is a descriptive research of comparative type. The main goal of this type of research was to compare the Multicultural Efficacy on the basis of type of management and year- wise of the preservice teachers. The sample consisted of 400 preservice teachers from colleges of education. The Multicultural Efficacy Scale was prepared by Guyton, E. M., &Wesche, M. V was used for the present study.In the present study, two- stage sampling technique was used. ‘t’ test was used to compare the means scores and profile analysis to identify the dimensions of Multicultural efficacy.The study reveals that the Multicultural Efficacy of preservice teachers of aided colleges of education is higher than that of unaided colleges of education. There is no statistically significant difference in the multicultural efficacy of F.Y.B.ED and S.Y.B.ED preservice teachers. The result of the profiles analysis of aided and unaided colleges of education intersect across dimensions on the basis of type of management. The profiles of F.Y.B.ED and S.Y.B.ED are not equal and do not intersect across dimensions on the basis of year- wise. Keywords –Multicultural Efficacy, preservice teachers, Aided &Unaided, Year- wise,

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Introduction Diversity is the word that India is known for across the globe. A variety of cultures exists in India. The population is diverse in terms of language, religion, food etc. Diversity prevails in the education system too. It is the classroom which consists of different learners. It is the exploration of these differences in the safe and nurturing environment. It is significant for the students to understand, embrace and celebrate uniqueness with each other. To achieve it, trained teachers are required to deal with such diversities. Teachers play a very important role in inculcating cultural values among students. It is imperative that preservice teachers are effectively trained to meet the needs of diverse learners. It is also important that multicultural education forms a part of their teaching learning process. It is vital that preservice teachers Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies

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recognize the importance of culturally responsive teaching. Teachers have the unique opportunity to provide studentswith

information and experiences. Pre- service teachers

should be confident and possess the ability to cater to a multicultural classroom. In short high multicultural efficacy among preservice teachers .It is important that teacher education programme focus on training the pre-service teachers on cultural education; and develop key competencies needed to achieve educationally equitable classrooms. Need of the Study The purpose of the paper was to study the preservice teachersâ€&#x; attitude, experience and efficacy while teaching in classroom. It was found that most teacher education programs had a limited number of substantive programs or courses that addressed issues of diversity Gollnick (1995). This paper is an attempt to study if the teacher education programme addresses diversity issues. The paper also studies and analyzes preservice teachersâ€&#x; knowledge and awareness of the varied perspectives that exist within different cultures. Do the preservice teachers possess the experience, attitude and multicultural efficacy towards teaching? Can they effectivelyimplement multicultural strategies for equity pedagogy? Researches show that not many teacher education programs prepare preservice teachers for multicultural teaching settings. The paper is an attempt to study it. Review Related Literature Theodore Coladarci(1992) conducted a study on teachers' sense of efficacy and commitment to teaching. The present study examined the degree to which teachers' sense of efficacy, as well as other hypothesized influences on commitment to teaching, predicted 170 teachers' responses to the question, "Suppose you had it to do all over again: In view of your present knowledge, would you become a teacher?" General and personal efficacy emerged as the two strongest predictors of teaching commitment, along with teacher-student ratio, school climate, and sex. In short, greater teaching commitment tended to be expressed by those teachers who were higher in both general and personal efficacy; who taught in schools with fewer students per teacher; and who worked under a principal regarded positively in the areas of in structional leadership, school advocacy, decision making, and relations with students and staff. Teaching commitment also was higher for female teachers. Gwendolyn Webb-Johnson, Alfredo J. Artiles,Stanley C. Trent (1998) conducted a study on the status of research on multicultural education in teacher education and special education problems, pitfalls, and promises.Significant numbers of culturally diverse children and youth now experience school failure in schools across the United States. To counter this Copyright ÂŠ 2017, Scholarly Research Journal for Interdisciplinary Studies

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unfortunate and inequitable circumstance, many teacher educators and policymakers now advocate for multicultural curricula in teacher education and special education programs. Although the research on multicultural education has been examined thoroughly, there has been no systematic analysis of the multicultural teacher education empirical literature in special education. Hence, the purpose of this manuscript is to present findings from a comprehensive analysis of this literature. We first summarize the existing research in teacher education. Next, we examine extensively the existing literature on multiculturalism in special education teacher preparation programs. We end our review with identification of strengths and weaknesses of existing research and provide recommendations for future inquiries. Jim S. Furman (2008) conducted a study on tensions in multicultural teacher education research demographics and the need to demonstrate effectiveness.This article builds on the results of an analysis of reviews of data-based research literature in the field of multicultural teacher education. The author discusses two examples of major findings from the seven reviews considered: the amount and quality of research and the hidden curriculum of teacher education. Limitations of the reviews are also discussed and particular attention is paid to the issues of defining multiculturalism and building a theoretical argument. The author describes, in detail, two major tensions that are evident in the field: the demographic tension and the effectiveness tension. In addition, the article suggests ways in which the field might move forward by establishing a strong theoretical rationale for its investigations. Patricia L. Marshall (2010) conducted a study on multicultural teaching concerns: new dimensions in the area of teacher concerns research? .The development of the Multicultural Teaching Concerns Survey (MTCS), a 64-item self-report scale designed to assess the intensity of teachers' concerns about working with diverse student populations, is described in this study. Preservice education majors and inservice teachers (N = 146) served as participants. A factor analysis revealed 4 multicultural teaching concern factors, 2 of which roughly support extant research regarding the nature of teachers' concerns. However, the 2 remaining factors suggest that the self/task/impact conceptualization may be insufficient to describe the nature of teachers' concerns vis-Ă -vis their work with students of color. Implications for multicultural teacher education are discussed, and suggestions for future research using the MTCS are provided. Concept of Multicultural Efficacy Self-efficacy represents the judgment of confidence that individuals have in their abilities. Self-efficacy is the studentsâ€&#x; belief in their abilities to conquer academic tasks and is based Copyright ÂŠ 2017, Scholarly Research Journal for Interdisciplinary Studies

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on academic experiences. “Self-efficacy perceptions influence choice of activity, task perseverance, level of effort expanded, and ultimately and degree of success achieved” (Klassen, 2007). Multicultural efficacy helps to analyze dimensions of intercultural experiences, minority group knowledge, attitudes about diversity, and knowledge of teaching skills in multicultural settings. Multicultural efficacy determines a person‟s multicultural perspective. The Multicultural efficacy helps the pre-service teacher to develop and identify the strengths and weaknesses of multicultural education in the curriculum throughout their education training.Ashton and Webb (1986) states that effective multicultural efficacy has been shown to improve better teaching practices with low-achieving students states that teachers beliefs in students educability were positively related to supportive, interactive styles which permitted open communication and involving students in decisionmaking.Zeichner (as cited in Guyton and Wesche, 2005) claimed that the field of teacher education will continue to be faced with (a) the need to produce teachers willing to teach in multicultural settings and (b) the need to prepare them to be able to do so with competence. Aims of the Study 

To compare the Multicultural-efficacy of preservice teachersof F.Y.B.ED and S.Y B.ED, aided and unaided colleges of education.



To study the dimensionsof Multicultural Efficacy between preservice teachers of F.Y.B.ED and S.Y.B.ED, aided and unaided colleges of education.

Objectives of the Study 1. To study and compare the Multicultural Efficacy of preservice teachers of aided and unaided colleges of education, 2. To compare the Multicultural Efficacy of F.Y.B.ED and S.Y.B.ED

preservice

teachers. 3. To identify the dimensionsof Multicultural Efficacy between preservice teachers of aided and unaided colleges of education. 4. To compare the dimensions of multicultural efficacy of preservice teachers between F.Y.B.ED and S.Y.B.ED and aided and unaided and colleges of education. a. Experience towards multicultural efficacy b. Attitude towards multicultural efficacy c. Efficacy towards teaching Hypotheses of the Study Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies

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1. There is no significant difference in the Multicultural Efficacy of aided andunaided preservice teachers. 2. There is no significant difference in the Multicultural Efficacy of F.Y.B.ED and S.Y.B.ED preservice teachers. 3. There is no significant difference in the following dimensions of Multicultural Efficacy of preservice teachers of aided and unaided colleges of education. a. Experience towards multicultural efficacy b. Attitude towards multicultural efficacy c. Efficacy towards teaching 4. There is no significant difference in the following dimensions of Multicultural Efficacy of preservice teachers of F.Y.B.ED and S.Y.B.ED. a. Experience towards multicultural efficacy b. Attitude towards multicultural efficacy c. Efficacytowards teaching Operational Definition of the Study 

Multicultural Efficacy–The judgment and confidence shown by the preservice teacher to successfully implement multicultural practices in the classroom and daily life.

Methodology of the Study The present study is a descriptive research of comparative type. The main goal of this type of research was to compare the Multicultural Efficacy of preservice teachers from aided and unaided Colleges of Education. Tool of the Study The Multicultural Efficacy Scale: Development, Item Selection, and Reliability were written by Guyton and Wesche.The Multicultural Efficacy Scale was prepared by Guyton, E. M., &Wesche, M. V. The total no of items in the tool was 35 items.The tool consisted of7 experience, 7 attitude, 20 efficacy and one additional item on the participants view as the major purpose of multicultural teaching. The measure of the internal validity survey instrument showed the subscales as follows: experience section .77, general knowledge .55, efficacy .93, instructional knowledge .39 and attitude .85. These results validate the internal validity of the total MES and its subscales. The scale consists of many parts but for the present study only one part of the scale was used. Copyright © 2017, Scholarly Research Journal for Interdisciplinary Studies

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Sampling Technique In the present study, two- stage sampling technique was used. The stratifying factor was the type of management. The data was collected from different B.Ed. colleges. In the first stage, sampling involved the selection of college of Education on the type of management using the stratified random technique. Here the two strata were the aided and unaided colleges of education. The second stage of sampling was the selection of preservice teachers from colleges of education on the basis of year -wise (F.Y.B.ED and S.Y.B.ED) Sample of the Study For the purpose of the present study the sample was taken from the preservice teachers of aided and unaided colleges of education. The sample consisted of 400 preservice teachers from colleges of education.200 preservice teachers were from F.Y.B.ED and 200 preservice teachers from S.Y.B.ED. Table-1 Sample of Pre- Service Teachers -Aided and Unaided College of Education Management Type

Pre service Teachers

Aided

200

Unaided

200

Total

400

Statistical Analysis- „t‟test was used to compare the mean scores of preservice teachers on Multicultural efficacyon the basis of management type and year–wise. A profile analysis was used to identify the dimensions of Multicultural efficacy. Findings of the Study The following table shows the relevant statistics of comparison of mean score of Multicultural Efficacy of preservice teachers‟ on the basis of management type. Table- 1.2: Significance of Difference in the Mean Scores of Multicultural Efficacy of preservice teachers’ on the basis of type of management andYear -wise(F.Y.B.ED and S.Y.B.ED) Variables Type Management

of Aided Unaided

F.Y.B.ED Year -wise ( F.Y.B.ED and S.Y.B.ED S.Y.B.ED

N 200

M 69.51

p- Value

200

65.65

0.015

200

67.11

0.110

200

68.055

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{Los= Level of Significance} 1. The preceding table shows the comparison of Multicultural Efficacy of preservice teachers on the basis of type of management. The mean score of aided preservice teachers is 69.51 and mean score of unaided preservice teachers is 65.65. The pvalue is 0.0153 which is significant. This means that there is a statistically significant difference in the multicultural efficacy of preservice teachers on the basis of type of management. The Multicultural Efficacy of preservice teachers of aided colleges of education is higher than that of unaided colleges of education. 2. The above table shows the comparison of Multicultural Efficacy of preservice teachers on the basis of year wise. The mean score of F.Y.B.ED preservice teachers is 67.11and mean score of S.Y.B.ED preservice teachers is 68.055.The p- value is 0.110which is not significant. This means that there is no statistically significant difference in the multicultural efficacy of F.Y.B.ED and S.Y.B.ED preservice teachers. Table 1.3 shows the Mean Scores of the dimensions of Multicultural Efficacy of Preservice teachers of Aided and Unaided colleges of education Table -1.3 Mean Scores on the Dimensions of Multicultural Efficay of pre- serivice Tecahers Experience Type of towards Management Multicultural Efficacy Aided 15.6 Unaided

15.25

Attitude Towards Multicultural Efficacy 14.06 13.43

Multicultural Efficacy towards teaching 40.16 36.89

The dimensions of Multicultural Efficay preservice teachers of Aided and Unaided colleges of education show that there is a difference between the average scores of the dimensions of preservice teachers. There is a difference between the mean scores of the dimensions of Experience towards multicultural efficay, Attittude towards multicultural efficay and Multicultural Efficacy of both the years. The dimensions of Multicultural Efficay of preservice teachers of Aided and Unaided colleges of education of preservice teachers are shown in the table 1.3

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Figure 1- Profile of the Dimensions of Multicultural Efficay on the basis of Type of Management Profile Analysis: The profile shape is defined as the "ups" and "downs" between the dimensions onMulticultural Efficacy of preservice teachers of both the groups. They intersect with all dimensions. They intersect at Attitude towards multicultural efficacy and Multicultural Efficacy towards

teaching.

also

intersects

Attitude

towards

multicultural

efficacyMulticultural Efficacy towards teaching. The study reveals that there is no difference in the mean scores of Multicultural efficacy of both the groups of colleges of education. Mean Score of Multicultural Efficacy of Aided and Unaided Colleges of Education Thereare three aspects of profile analysis as follows: 1. The groups are not parallel. A profile plot of Multicultural Efficacy of preservice teachers of Aided and Unaided colleges of education suggests that the two lines are not parallel. They do intersect at all 3 points. 2. The groups are not at equal levels. A profile plot of Multicultural Efficacy of preservice teachers of Aided and Unaided colleges of education suggests that the groups are not at equal levels. 3. Do the profiles exhibit ups and downs? The profiles intersect across dimensions on the basis of type of management. Table 1.4 shows the Mean Scores of the dimensions of Multicultural Efficacy of Pre- service teachers of F.Y.B.ED and S.Y.B.ED colleges of education .

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Table -1.4 Mean Scores on the Dimensions of Multicultural Efficay of pre- serivice Tecahers

F.Y.B.ED

Experience towards Multicultural Efficacy 15.38

Attitude Towards Multicultural Efficacy 13.21

Multicultural Efficacy towards Teaching 38.38

S.Y.B.ED

15.46

14.27

38.67

Year Wise

The dimensions of Multicultural Efficay preservice teachers of F.Y.B.ED and S.Y.B.ED show that there is a difference between the average scores of the dimensions of preservice teachers. There is a difference between the mean scores of the dimensions of experience towards Multicultural Efficay, Attittude towards Muulticultural efficay and Multicultural Efficacy of both the years . The dimensions of Multicultural Efficay of preservice teachers of F.Y.B.ED and S.Y.B.ED preservice teachers are shown in the table 1.4 .

Figure 2- Profile of the Dimensions of Multicultural Efficay on the basis of Year- wise Profile Analysis: A profile analysis exhibits unequal profile between the dimensions ofMulticultural Efficacy of preservice teachers of both the groups.They show a pyramid form of profile. They do not intersect between and across dimensions. The study reveals that there is no difference in the mean scores of Multicultural efficacy of both the groups of colleges of education. Mean Score of Multicultural Efficacy of F.Y.B.ED and S.Y.B.ED Colleges of Education Thereare three aspects of profile analysis as follows: 1. The groups arenot parallel. A profile plot of Multicultural Efficacy of preservice teachers of Aided and Unaided colleges of education. Copyright ÂŠ 2017, Scholarly Research Journal for Interdisciplinary Studies

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2. The groups are not at equal levels. A profile plot of Multicultural Efficacy of preservice teachers of F.Y.B.ED and S.Y.B.ED colleges of education suggests that the groups are not at equal levels. 3. The profiles exhibit apyramid form of analysis. The profiles are not equal and do not intersect acrossdimensions on the basis of year- wise. Discussion and Conclusion of the Study The conclusion of the study was that the Multicultural Efficacy of preservice teachers of aided colleges of education is higher than that of unaided colleges of education. There is no statistically significant difference in the multicultural efficacy of F.Y.B.ED and S.Y.B.ED preservice teachers. The result of the profiles analysis of aided and unaided colleges of education intersect across dimensions on the basis of type of management. The profiles of F.Y.B.ED and S.Y.B.ED are not equal and do not intersect across dimensions on the basis of year- wise.According to Zeichner (as cited in Guyton and Wesche, 2005) the need for effective training of pre-service teachers in multicultural education has long been recognized. The findings affirm that multicultural efficacy is high among teachers and Teacher training colleges have recognized the importance of multicultural education in teaching. References Patricia L. Marshall (1996) Multicultural Teaching Concerns: New Dimensions in the Area of Teacher Concerns Research?The Journal of Educational Research Vol. 89 ,Iss. 6, Theodore Coladarci(1992) Teachers' Sense of Efficacy and Commitment to Teaching .The Journal of Experimental Education, Vol. 60, No. 4 pp. 323. JS Furman (2008)Tensions in Multicultural Teacher Education Research: Demographics and the Need to Demonstrate Effectiveness.Education and Urban Society, - ERIC Guyton, E. M., &Wesche, M. V. (2005). The Multicultural Efficacy Scale: Development, Item Selection, and Reliability. Multicultural Perspectives, 7(4), 21-29.

Websites Review of Multicultural Efficacy Scale accessed from http://plmga.org/tech2014/fox-review-ofmulticultural-efficacy-scale on 28th August 2016 The Multicultural Efficacy Scale: Development, Item Selection, and Reliability accessed from http://rrh84.blogspot.in/2013/01/the-multicultural-efficacy-scale.html on 4th January 2017 Multicultural Efficacy Scale:Development, Item Selection, and Reliability accessed from http://plmga.org/tech2014/multicultural-efficacy-scaledevelopment-item-selection-andreliability on 27th January 2017