Exploring Intercultural Communication Competence Among Primary School Teachers In North Macedonia: A Survey Analysis

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Bujar Adili, Arbresha Zenki-Dalipi, Makfirete Ameti


Intercultural Communication Competence (ICC) plays a crucial role in the performance of modern teachers. The research aimed to analyze if there exists a statistically significant diference in ICC levels among teachers. Based on variables like cultural school structure, gender, seniority, prior intercultural education, and education degree, the investigation was conducted. 217 primary school teachers in the Republic of North Macedonia participated in the study. A 5-point Intercultural Communication Likert Scale of Intercultural Sensitivity Index (ISI) with 11 items was utilized. The Scale’s Cronbach’s Alpha reliability coefficient stood at α=0.87. Descriptive statistics were utilized to assess the levels of teachers’ intercultural communicative competence (ICC). The ICC levels were interpreted with the following intervals: 1.00–1.79 as “very low,” 1.80–2.59 as “low,” 2.60–3.39 as “middling,” 3.40–4.19 as “high,” and 4.20–5.00 as “very high.” Statistical tests, including t-tests and One Way ANOVA at p=.05, were conducted to assess differences in teachers' ICC levels. The research outcomes demonstrated significant differences in teachers’ ICC levels, particularly concerning cultural school structure and teacher education degree. Teachers working in multicultural schools exhibited a higher ICC level (M=3.64) compared to those in monocultural schools (M=3.39). Teachers possessing a Ph.D. demonstrated a higher ICC level compared to those with bachelor’s degrees (p=.031). No statistically significant differences were detected in ICC levels with respect to gender, seniority, and prior intercultural education among teachers. The findings underline the necessity for professional development initiatives in the realm of intercultural education for teachers.

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