Identifying the culturally sensitive pedagogical competence of teachers of refugees in Türkiye: a mixed-methods study

This study aimed to determine the level of self-efficacy concerning the culturally sensitive pedagogical competence of primary school teachers of refugees and their perceptions of culturally sensitive pedagogy stemming from the multicultural environment. The study comprised two phases. The first phase includes two steps; first, a validity and reliability analysis of the Culturally Sensitive Pedagogical Self-Efficacy Scale was conducted on 548 primary school teachers of refugees. Then, the scale was applied to 350 primary school teachers working in Türkiye. In the second phase of this study, which is qualitative, semi-structured interviews were held with teachers to examine teachers' self-efficacy in three dimensions (professional knowledge, professional skill, attitudes, and values). The qualitative data revealed three main categories and seven subcategories. The results suggested that the culturally sensitive pedagogical competence of teachers has crucial potential for eliminating educational inequalities, prejudices, and biases.