Level of cultural sensitivity and its influence on teachers’ performance

https://doi.org/10.35912/jshe.v3i4.1392
Published: Aug 7, 2023

Abstract:

Purpose: The primary goal of this study was to analyze the level of cultural sensitivity and its impact on the performance of secondary school teachers in Buayan District, Division of General Santos City. This study attempted to identify correlations between cultural sensitivity and secondary teacher performance.

Research methodology: The research design of this study was descriptive-correlative. Since the design is descriptive, it provides a full discussion and explanation of teachers' cultural sensitivity and its impact on their performance. Furthermore, the study's methodology aimed to identify significant correlations between the variables under investigation. The mean and Pearson product-moment correlations were the statistical measures employed to evaluate the hypotheses.

Results: The findings revealed a significant, moderate, and direct relationship between cultural sensitivity and teacher performance. Consequently, strengthening teachers' cultural sensitivity may improve their performance.

Limitations: This study was limited to three (3) Buayan District Public Secondary Schools. The variables under consideration were narrowed down because cultural sensitivity is only concerned with the value system, belief system, decision making, and cross-cultural communication. On the other hand, teachers’ performance variables focused only on the teaching and learning processes, student outcomes, and community involvement.

Contribution: The findings of this study provide information on teachers' levels of cultural sensitivity as a foundation for improving their performance and developing a curriculum for teaching in various cultures.

Novelty: This study's originality focuses on its factors, which integrate cultural sensitivity and teachers’ performance. This research aids in determining the impact of teachers' cultural sensitivity on their performance.

Keywords:
1. Cultural Sensitivity
2. Teachers’ Performance
3. Level
4. Influence
Authors:
Jomarie V. Baron
South Cotabato State College, Philippines
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How to Cite
Baron, J. V. (2023). Level of cultural sensitivity and its influence on teachers’ performance. Journal of Social, Humanity, and Education, 3(4), 271–283. https://doi.org/10.35912/jshe.v3i4.1392
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Issue & Section
Vol. 3 No. 4 (2023): August
Articles
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References

    Baron, J. (2022). HIV/AIDS Awareness and the Level of Sexual Risk Behaviors Among Senior High School Students: An Evaluation. Journal of Social, Humanity, and Education, 3(1), 43-55.

    Baron, J. V., & Cruz, J. A. D. (2023). The spiral progression approach in teaching science: Its Volatilities, Uncertainties, Complexities, and Ambiguities (VUCA). Journal of Social, Humanity, and Education, 3(2), 89-103.

    Bonner, P. J., Warren, S. R., & Jiang, Y. H. (2018). Voices from urban classrooms: Teachers’ perceptions on instructing diverse students and using culturally responsive teaching. Education and Urban Society, 50(8), 697-726.

    Buchtel, E. E. (2014). Cultural sensitivity or cultural stereotyping? Positive and negative effects of a cultural psychology class. International Journal of Intercultural Relations, 39, 40-52.

    Cornelio, J. S., & de Castro, D. F. T. (2016). The state of indigenous education in the Philippines today. Indigenous Culture, Education and Globalization: Critical Perspectives from Asia, 159-179.

    Cummins, J. (2011). Literacy engagement: Fueling academic growth for English learners. The Reading Teacher, 65(2), 142-146.

    De Mooij, M., & Hofstede, G. (2011). Cross-cultural consumer behavior: A review of research findings. Journal of International Consumer Marketing, 23(3-4), 181-192.

    De Vera, D. (2007). Indigenous peoples in the Philippines. RNIP Regional Assembly, Hanoi, Vietnam.

    Dong, Q., Day, K. D., & Collaço, C. M. (2008). Overcoming ethnocentrism through developing intercultural communication sensitivity and multiculturalism. Human Communication, 11(1), 27-38.

    Eisner, E. W. (2004). What Can Education Learn from the Arts about the Practice of Education? International Journal of Education & the Arts, 5(4), 1-13.

    Escudero, M. D. P. (2013). Teaching intercultural awareness in the English as a foreign language classroom: a case study using critical reading. Intercultural Education, 24(3), 251-263.

    Farinde-Wu, A., Glover, C. P., & Williams, N. N. (2017). It’s not hard work; it’s heart work: Strategies of effective, award-winning culturally responsive teachers. The Urban Review, 49, 279-299.

    Fulton, J. F. (2006). Teachers–made not born. Teacher Education: Major Themes in Education. London: Routledge, 334-355.

    Gabriel, E., Woolford-Hunt, C., & Matthews, L. (2010). Culturally relevant approaches to classroom management. TEACH Journal of Christian Education, 4(1), 5.

    Garcia, K., & Pantao, J. (2021). Cultural Sensitivity and Classroom Management of Teachers. International Journal of Professional Development, Learners and Learning, 3(1).

    Gardenswartz, L., Cherbosque, J., & Rowe, A. (2010). Emotional intelligence and diversity: A model for differences in the workplace. Journal of Psychological Issues in Organizational Culture, 1(1), 74-84.

    Gay, G. (2002). Culturally responsive teaching in special education for ethnically diverse students: Setting the stage. International Journal of Qualitative Studies in Education, 15(6), 613-629.

    Gay, L. (1996). Educational Research: Competencies for Analysis and Application.. New Jersey: Prentiss-Hall: Inc.

    Gunawardena, C. N., Wilson, P. L., & Nolla, A. C. (2003). Culture and online education. Handbook of distance education, 753-775.

    Hughes, K. H., & Hood, L. J. (2007). Teaching methods and an outcome tool for measuring cultural sensitivity in undergraduate nursing students. Journal of Transcultural Nursing, 18(1), 57-62.

    Junio-Sabio, C., & Manalo, M. M. (2020). Assessing elementary school teachers' performance using CBPAST and IPCR: A five year trajectory report. International Journal of Information and Education Technology, 10(2), 154-158.

    Kirchner, J. M., Bloom, A. J., & Skutnick-Henley, P. (2008). The relationship between performance anxiety and flow. Medical Problems of Performing Artists, 23(2), 59-65.

    Kuo, N.-C., Wood, A., & Williams, K. (2021). Actualizing hope and joy in K-12 Curricula through Daisaku Ikeda’s human education. Journal of Social, Humanity, and Education, 2(1), 19-34.

    Labaree, D. F. (2018). Public schools for private gain: The declining American commitment to serving the public good. Phi Delta Kappan, 100(3), 8-13.

    Moro, S., Pires, G., Rita, P., & Cortez, P. (2020). A cross-cultural case study of consumers' communications about a new technological product. Journal of Business Research, 121, 438-447.

    Navita, N. (2014). Teachers’ multicultural awareness of the school environment: Basis for a proposal for multicultural awareness enhancement programs for teachers. Asia Pacific Journal of Education, Arts and Sciences, 1(4), 90-103.

    O’Leary, E. S., Shapiro, C., Toma, S., Sayson, H. W., Levis-Fitzgerald, M., Johnson, T., & Sork, V. L. (2020). Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops. International Journal of STEM education, 7, 1-15.

    Okoye-Johnson, O. (2011). Does multicultural education improve students’ racial attitudes? Implications for closing the achievement gap. Journal of Black Studies, 42(8), 1252-1274.

    Patterson, D. (2012). Building the case for culturally responsive teaching in physical education: using high school students’ perceptions toward multiethnic groups. Current Issues in Education, 15(3).

    Pelones, M. T. (2009). Organizational Change, Culture and Technology and Effect to Teacher’s Performance among Secondary Teachers of General Santos City Division: Bases for Teachers’ Competency Development Program. Notre Dame of Dadiangas University.

    Phuntsog, N. (2001). Culturally responsive teaching: What do selected United States elementary school teachers think? Intercultural Education, 12(1), 51-64.

    Rafid, R., & Khotimah, F. K. (2021). Interaction analysis on social-education of Indonesian school students: A literacy activity. Journal of Social, Humanity, and Education, 1(4), 269-280.

    Reich, S. M., & Reich, J. A. (2006). Cultural competence in interdisciplinary collaborations: A method for respecting diversity in research partnerships. American journal of community psychology, 38, 51-62.

    Roberts, S., & Winters, J. (2013). Linguistic diversity and traffic accidents: Lessons from statistical studies of cultural traits. PloS one, 8(8), e70902.

    Santos, P. (2009). Including Mindanao: a review of Mindanao in literature. Tambara, 26, 37-64.

    Sarino, V. L. (2012). A Critical Appraisal of Multicultural Awareness in Higher Education Institutions in the Philippines: Towards a Framework for Equity Pedagogy. LICEJ: Literacy Information and Computer Education Journal, 2(2).

    Seyfarth, J. T. (2002). Human resources management for effective schools: ERIC.

    Souto-Manning, M., & Mitchell, C. H. (2010). The role of action research in fostering culturally-responsive practices in a preschool classroom. Early Childhood Education Journal, 37, 269-277.

    Sue, D. W. (2001). Multidimensional facets of cultural competence. The counseling psychologist, 29(6), 790-821.

    Toppel, K. (2015). Enhancing core reading programs with culturally responsive practices. The Reading Teacher, 68(7), 552-559.

    Wanless, S. B., & Crawford, P. A. (2016). Reading your way to a culturally responsive classroom. YC Young Children, 71(2), 8-15.

    Whipps-Johnson, J. R. (2016). Teachers' awareness of cultural diversity and academic achievement in ninth grade academies and senior high schools: The University of Southern Mississippi.

  1. Baron, J. (2022). HIV/AIDS Awareness and the Level of Sexual Risk Behaviors Among Senior High School Students: An Evaluation. Journal of Social, Humanity, and Education, 3(1), 43-55.
  2. Baron, J. V., & Cruz, J. A. D. (2023). The spiral progression approach in teaching science: Its Volatilities, Uncertainties, Complexities, and Ambiguities (VUCA). Journal of Social, Humanity, and Education, 3(2), 89-103.
  3. Bonner, P. J., Warren, S. R., & Jiang, Y. H. (2018). Voices from urban classrooms: Teachers’ perceptions on instructing diverse students and using culturally responsive teaching. Education and Urban Society, 50(8), 697-726.
  4. Buchtel, E. E. (2014). Cultural sensitivity or cultural stereotyping? Positive and negative effects of a cultural psychology class. International Journal of Intercultural Relations, 39, 40-52.
  5. Cornelio, J. S., & de Castro, D. F. T. (2016). The state of indigenous education in the Philippines today. Indigenous Culture, Education and Globalization: Critical Perspectives from Asia, 159-179.
  6. Cummins, J. (2011). Literacy engagement: Fueling academic growth for English learners. The Reading Teacher, 65(2), 142-146.
  7. De Mooij, M., & Hofstede, G. (2011). Cross-cultural consumer behavior: A review of research findings. Journal of International Consumer Marketing, 23(3-4), 181-192.
  8. De Vera, D. (2007). Indigenous peoples in the Philippines. RNIP Regional Assembly, Hanoi, Vietnam.
  9. Dong, Q., Day, K. D., & Collaço, C. M. (2008). Overcoming ethnocentrism through developing intercultural communication sensitivity and multiculturalism. Human Communication, 11(1), 27-38.
  10. Eisner, E. W. (2004). What Can Education Learn from the Arts about the Practice of Education? International Journal of Education & the Arts, 5(4), 1-13.
  11. Escudero, M. D. P. (2013). Teaching intercultural awareness in the English as a foreign language classroom: a case study using critical reading. Intercultural Education, 24(3), 251-263.
  12. Farinde-Wu, A., Glover, C. P., & Williams, N. N. (2017). It’s not hard work; it’s heart work: Strategies of effective, award-winning culturally responsive teachers. The Urban Review, 49, 279-299.
  13. Fulton, J. F. (2006). Teachers–made not born. Teacher Education: Major Themes in Education. London: Routledge, 334-355.
  14. Gabriel, E., Woolford-Hunt, C., & Matthews, L. (2010). Culturally relevant approaches to classroom management. TEACH Journal of Christian Education, 4(1), 5.
  15. Garcia, K., & Pantao, J. (2021). Cultural Sensitivity and Classroom Management of Teachers. International Journal of Professional Development, Learners and Learning, 3(1).
  16. Gardenswartz, L., Cherbosque, J., & Rowe, A. (2010). Emotional intelligence and diversity: A model for differences in the workplace. Journal of Psychological Issues in Organizational Culture, 1(1), 74-84.
  17. Gay, G. (2002). Culturally responsive teaching in special education for ethnically diverse students: Setting the stage. International Journal of Qualitative Studies in Education, 15(6), 613-629.
  18. Gay, L. (1996). Educational Research: Competencies for Analysis and Application.. New Jersey: Prentiss-Hall: Inc.
  19. Gunawardena, C. N., Wilson, P. L., & Nolla, A. C. (2003). Culture and online education. Handbook of distance education, 753-775.
  20. Hughes, K. H., & Hood, L. J. (2007). Teaching methods and an outcome tool for measuring cultural sensitivity in undergraduate nursing students. Journal of Transcultural Nursing, 18(1), 57-62.
  21. Junio-Sabio, C., & Manalo, M. M. (2020). Assessing elementary school teachers' performance using CBPAST and IPCR: A five year trajectory report. International Journal of Information and Education Technology, 10(2), 154-158.
  22. Kirchner, J. M., Bloom, A. J., & Skutnick-Henley, P. (2008). The relationship between performance anxiety and flow. Medical Problems of Performing Artists, 23(2), 59-65.
  23. Kuo, N.-C., Wood, A., & Williams, K. (2021). Actualizing hope and joy in K-12 Curricula through Daisaku Ikeda’s human education. Journal of Social, Humanity, and Education, 2(1), 19-34.
  24. Labaree, D. F. (2018). Public schools for private gain: The declining American commitment to serving the public good. Phi Delta Kappan, 100(3), 8-13.
  25. Moro, S., Pires, G., Rita, P., & Cortez, P. (2020). A cross-cultural case study of consumers' communications about a new technological product. Journal of Business Research, 121, 438-447.
  26. Navita, N. (2014). Teachers’ multicultural awareness of the school environment: Basis for a proposal for multicultural awareness enhancement programs for teachers. Asia Pacific Journal of Education, Arts and Sciences, 1(4), 90-103.
  27. O’Leary, E. S., Shapiro, C., Toma, S., Sayson, H. W., Levis-Fitzgerald, M., Johnson, T., & Sork, V. L. (2020). Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops. International Journal of STEM education, 7, 1-15.
  28. Okoye-Johnson, O. (2011). Does multicultural education improve students’ racial attitudes? Implications for closing the achievement gap. Journal of Black Studies, 42(8), 1252-1274.
  29. Patterson, D. (2012). Building the case for culturally responsive teaching in physical education: using high school students’ perceptions toward multiethnic groups. Current Issues in Education, 15(3).
  30. Pelones, M. T. (2009). Organizational Change, Culture and Technology and Effect to Teacher’s Performance among Secondary Teachers of General Santos City Division: Bases for Teachers’ Competency Development Program. Notre Dame of Dadiangas University.
  31. Phuntsog, N. (2001). Culturally responsive teaching: What do selected United States elementary school teachers think? Intercultural Education, 12(1), 51-64.
  32. Rafid, R., & Khotimah, F. K. (2021). Interaction analysis on social-education of Indonesian school students: A literacy activity. Journal of Social, Humanity, and Education, 1(4), 269-280.
  33. Reich, S. M., & Reich, J. A. (2006). Cultural competence in interdisciplinary collaborations: A method for respecting diversity in research partnerships. American journal of community psychology, 38, 51-62.
  34. Roberts, S., & Winters, J. (2013). Linguistic diversity and traffic accidents: Lessons from statistical studies of cultural traits. PloS one, 8(8), e70902.
  35. Santos, P. (2009). Including Mindanao: a review of Mindanao in literature. Tambara, 26, 37-64.
  36. Sarino, V. L. (2012). A Critical Appraisal of Multicultural Awareness in Higher Education Institutions in the Philippines: Towards a Framework for Equity Pedagogy. LICEJ: Literacy Information and Computer Education Journal, 2(2).
  37. Seyfarth, J. T. (2002). Human resources management for effective schools: ERIC.
  38. Souto-Manning, M., & Mitchell, C. H. (2010). The role of action research in fostering culturally-responsive practices in a preschool classroom. Early Childhood Education Journal, 37, 269-277.
  39. Sue, D. W. (2001). Multidimensional facets of cultural competence. The counseling psychologist, 29(6), 790-821.
  40. Toppel, K. (2015). Enhancing core reading programs with culturally responsive practices. The Reading Teacher, 68(7), 552-559.
  41. Wanless, S. B., & Crawford, P. A. (2016). Reading your way to a culturally responsive classroom. YC Young Children, 71(2), 8-15.
  42. Whipps-Johnson, J. R. (2016). Teachers' awareness of cultural diversity and academic achievement in ninth grade academies and senior high schools: The University of Southern Mississippi.