| Summary: | 碩士 === 中華大學 === 科技管理學系碩士班 === 100 === Due to the advent of globalization and the growing diversity of Taiwan society, teachers should play an active part in preparing their students with multicultural literacy and intercultural communication competence in order to help Taiwan obtain the advantage in international competition and cooperation and achieve the prospect of diverse cultures coexisting in harmony. The purpose of this study was to investigate the current situation of multicultural literacy and intercultural sensitivity of junior high school teachers in Taichung city, examine the differences in multicultural literacy and intercultural sensitivity on teachers’ demographic variables respectively, and explore the effect of intercultural sensitivity on multicultural literacy.
The questionnaire survey was conducted with Multicultural Literacy Scale and Intercultural Sensitivity Scale. Stratified convenience sampling was used to collect 484 valid samples from junior high school teachers in Taichung city. Descriptive statistics, T-test, one-way ANOVA, Pearson’s product-moment correlation, and multiple stepwise regression analysis were applied to the data analysis.
The main findings were summarized as follows:
1.Multicultural literacy and intercultural sensitivity of junior high school teachers in Taichung city are both on the average level.
2.The variables of “discipline area”, “experience of taking multicultural courses”, “frequency of reading multicultural materials”, “study abroad experience”, and “foreign friends” showed significant differences in teachers’ multicultural literacy.
3.The variables of“discipline area”,“experience of taking multicultural courses”, “frequency of reading multicultural materials”, “ travel abroad experience”,“study abroad experience”, and “foreign friends” showed significant differences in teachers’ intercultural sensitivity.
4.Three factors of intercultural sensitivity: “Interaction engagement”, “interaction confidence” and “interaction attentiveness” have significant positive influences on multicultural literacy.
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