Teachers' Beliefs and Their Manifestations: An Exploratory Mixed Methods Study of Cultural Intelligence in Pedagogical Practice

Abstract

This study utilized mixed methods to investigate the beliefs and practices of 18 classroom teachers within a single school site and explored the applicability of Cultural Intelligence (CQ) to unpack the teachers’ navigation of cultural diversity within their classrooms. The study employed a demographic survey, CQ assessment instrument, semi-structured interviews, and classroom observations to address the four research questions: How do teachers at different levels of CQ development teach culturally diverse students? How do teachers at different levels of CQ development enact intercultural capabilities? To what extent does the construct of CQ align with the beliefs and practices of effective culturally relevant teachers? What is the nature of the relationship between CQ and culturally relevant pedagogy? The CQ assessment score data was utilized to differentiate and categorize participants into high-, medium-, and low-CQ groups. The groups interview and observation data were analyzed for differences, if any, between groups, convergence and divergence with the CQ construct, and applicability of CQ to understanding teachers’ beliefs and practices. The results present some convergence with the CQ construct and differences between teacher CQ groups in regards to teachers’ beliefs and practices with cultural diversity in their classrooms. Teachers within the high-CQ teacher group expressed more nuance understanding of culture and its role in teaching than their lower-CQ colleagues. Teachers in the high-CQ group also enacted more classroom practices that were closely aligned with culturally relevant pedagogy than their lower-CQ peers. The research may indicate a potential new direction for preparing teachers to understand the role of culture and navigate cultural diversity within their classrooms.