Abstract The growing cultural diversity in Spanish classrooms requires teachers who are prepared for the inclusion and academic success of all students. Based on the importance of understanding the characteristics of teachers in this context, this study analyses the relationship between intercultural sensitivity and the acculturation expectations of active teachers in Spain (n = 431). Profiles and influencing factors associated with these two key variables have been identified. A quantitative, non-experimental, ex post facto approach was used, employing surveys administered to teachers. The short version of the Intercultural Sensitivity Scale and a questionnaire on acculturation expectations were used. The results show that intercultural sensitivity is positively associated with open attitudes towards diversity and previous experiences in multicultural contexts. Different profiles were identified: integrative and multicultural attitudes predominate, although assimilationist tendencies persist in certain subgroups. It is important to strengthen intercultural training adapted to the multicultural reality of Spanish classrooms.
Martín-Gutiérrez et al. (Fri,) studied this question.