Cultural Sensitivity and Classroom Management of Teachers

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International Journal of Professional Development, Learners and Learning
2021, 3(1), ep2108
ISSN 2754-0618 (Online)
https://www.ijpdll.com/ Research Article
Cultural Sensitivity and Classroom Management of Teachers
Kenneth Akiatan Garcia 1* , Jovar Gallaza Pantao 1
1 College of Education, Mindanao State University, Fatima, General Santos City, PHILIPPINES
*Corresponding Author: garciakenneth1.0@gmail.com
Citation: Garcia, K. A., & Pantao, J. G. (2021). Cultural Sensitivity and Classroom Management of Teachers. International Journal of
Professional Development, Learners and Learning, 3(1), ep2108. https://doi.org/10.30935/ijpdll/11093
ABSTRACT
The
diversity of cultures in schools is on its rapid growth. Consequently, the knowledge of teachers on
cultural
background
becomes a valuable input to the way they manage their classroom. This study aimed to find out
the
relationship
of cultural sensitivity with the classroom management of teachers.
The
study employed correlational research design. It is quantitative in nature that was complemented by
interviews.
It
involved thirty-one (31) accessible respondents who were public school teachers of Dadiangas South
Central
Elementary
School, General Santos City employed during the school year 2015-2016. Three (3) of the teachers
were
randomly
chosen for an interview. The data needed were gathered using questionnaires following the
survey
method
and interviews of randomly chosen teachers. The data were analyzed using frequency count,
weighted
mean
, and Pearson Product Moment Correlation Coefficient.
The
result of the study revealed that teachers display a high-level cultural sensitivity. They employed ideal
classroom
management
to a great extent. The findings also disclosed that a moderate significant relationship between
cultural
sensitivity
and classroom management exists. Based on the findings, the cultural sensitivity of teachers
influences
their
classroom management. The study recommends capacity-building programs for the teachers such
as
seminar
-workshop on multicultural approaches to education and culturally responsive classroom
management
strategies
for them to enhance their knowledge and skills on culture-sensitive classroom management.
Keywords:
cultural sensitivity, classroom management, Dadiangas South Central Elementary School
Received:
19 Dec. 2020  Accepted: 19 May 2021
INTRODUCTION
The diversity of culture in schools has been increasing and
becoming enormous over time (Serdyukov, 2017). Managing classroom
with diverse demographics is one of the concerns of teachers nowadays
as diversity and inclusivity become very significant in teaching-learning
process. As the classrooms get more diverse, teachers are now on the
verge of moving from the less effective traditional classroom
management strategies to more responsive strategies that address
classroom diversity and implement the teacher-learning process
effectively. According to Uddin and Johnson (2018), negative effects on
students’ learning can happen if the classes have diversity lacking
classroom management strategies.
Diversity in the classrooms of the Philippines is also present.
Known to be a multicultural country having a great number of
ethnicities, tribes and culture, schools in the country have classrooms
with students having diverse demographic make-up. Consequently,
teachers are burdened with mind-boggling exercises on how to address
the needs of the culturally diverse students under their tutelage. With
the changing classroom demographics, they tailor their management
strategies using their personal experiences and cultural knowledge as
they attempt to manage their classes with cultural sensitivity.
Sherman (2014) defined cultural sensitivity as a set of skills that
enables a person to learn about and get to know people who are
different. The cultural sensitivity of teachers may play a big role in
handling this diversity. Being aware of how his or her students feel and
how much he or she knows about them is one of her primary roles. In
order to avoid problems of culturally irrelevant classroom management
techniques, teachers must be culturally sensitive and culturally literate
(Gabriel et al., 2011). As opined by Weinstein, Tomlison-Clarke, and
Curran (2004), lack of multicultural intelligence can higher the level of
difficulties the teachers have with classroom management. Thus,
classroom management may be dependent on the cultural sensitivity of
teachers.
Theoretically, proponents of culturally relevant education posited
that students can have maximum learning if they get situated in a
classroom environment which are responsive to their needs, including
their cultural aspect (Ladson-Billing, 1995). To date, there is extensive
research on traditional classroom management and a myriad of
resources available on how to deal with behavior issues such as
Postholm (2013) on social system; Erdogan et al. (2010) on classroom
discipline; Mansor et al. (2020) on a classroom management case study;
Erdogan and Kurt (2015) on classroom management literature review.
However, only a handful of studies documented the influence of cultural
sensitivity on classroom management. A very few have been explored
OPEN ACCESS

2 / 6 Garcia & Pantao / International Journal of Professional Development, Learners and Learning, 3(1), ep2108
on its influence on the classroom management, which is very important
specially in lower grades when pupils are likely to decrease academic
motivation (Anderman, 2013). Locally, there are schools with
multicultural composition but no studies have been made to document
the ability and management approaches of teachers. It is along with
these reasons that the researcher was prompted to undertake the
present study.
The growing diversity in the school populations necessitates
readiness on the part of teachers in employing culturally sensitive
management strategies in dealing with the students. There is this
imperative to evaluate and study the factors that affect the classroom
management of teachers specific to its condition such as cultural
sensitivity as teachers deal with more multi-culturally diverse classes
(Cortez et al., 2020). With this undertaking, educational leaders and
teachers will be able to devise appropriate intervention and capacity
building to best cater to the needs of its students. Hence, this study aims
to evaluate the bond that exists between cultural sensitivity and
classroom management in the context of Filipino teachers.
STATEMENT OF THE PROBLEM
This study aimed to relate the cultural sensitivity ad classroom
management of teachers. Specifically, it endeavored to answer the
following questions:
1. What is the level of cultural sensitivity of the teachers?
2. To what extent do the teachers employ classroom management
practices?
3. Is there a significant relationship between the cultural
sensitivity and classroom management of teachers?
CONCEPTUAL FRAMEWORK
This study was based on an inclusive approach to learning and
teaching that tries to fulfil the unique learning needs of each individual
student and views them as an opportunity rather than a problem
(UNESCO, 2005). Using Diversity Pedagogy Theory (DPT) as a frame
of reference, the study argued that the teachers to become effective in
managing their classes, they must acknowledge and understand the
critical role the cultures of students play in teaching-learning process.
The Diversity Pedagogy Theory (DPT) contended that there is a natural
and inseparable connection between culture and cognition (Hernandez,
2009). In the context of this study, the specific association of cultural
sensitivity on the teacher’s classroom management was explored.
The argument of this study comes in complementation with the
framework of culturally responsive education of Ladson-Billings (1995)
which pointed out that students learn best if catered with appropriate
management methodologies after significantly considering their
cultural background. This construct shows the importance of allowing
students to learn in all aspects by knowing their cultural referents to
contribute knowledge, skills, and attitudes (Tamayao, 2013).
Moreover, the framework is supported by the Social Learning
Theory of Albert Bandura (1997) as cited by Smith and Berge (2009).
This theory stressed that an individual learns from his or her interaction
with other people in a social context. Similar behaviors can also be
developed by observing other people’s behavior. This theory is
important because the teacher has to adapt or accept the culture of
others to prevent barriers from one another and could therefore lead to
higher cultural sensitivity.
Figure 1 shows the research paradigm. The independent variable
of the study is cultural sensitivity and the dependent variable is
classroom management. Moreover, the arrow represents the
relationship between the independent variable and the dependent
variable.
METHODOLOGY
This was a quantitative study that used a correlational research
approach to ascertain the association between cultural sensitivity and
classroom management of teachers. The data collection instrument was
a survey questionnaire for each variable that was content validated by
experts and subjected to a pilot test to ensure its reliability. Moreover,
the quantitative data were complemented by the narratives generated
from the one-on-one interview with accessible teachers.
This study analyzed data collected from all thirty-one (31) accessible
respondents who were handling culturally diverse pupils officially
enrolled in Dadiangas South Central Elementary School during the
school year 2015-2016. The data have been collected using paper-and-
pencil questionnaires that the teachers filled out. Three (3) accessible
teachers were also interviewed to validate the quantitative data of this
study.
In addition, the two self-reported questionnaires were used to
collect the needed data for this study. These are the modified
Intercultural Sensitivity Scale of Fritz, Mollenberg, and Chen (2002)
and Classroom Management Scale adapted from Sugai and Colvin
(2004) with Cronbach's reliability alpha of 0.839 and 0.977 respectively.
To complement the quantitative data, the researcher prepared guide
questions for cultural sensitivity and classroom management made
based on the data gathered.
RESULTS
The present study widens knowledge about the cultural sensitivity
of teachers in school. The means imputed for the independent variable
are shown in Table 1.
Table 1 presents the cultural sensitivity of the teachers. The
teachers strongly agree that they enjoy interacting with their pupils
from different cultures (M= 5.00); respect the ways of their pupils from
Figure 1.
Conceptual Framework

Garcia & Pantao / International Journal of Professional Development, Learners and Learning, 3(1), ep2108 3 / 6
different cultures (M=4.58) open-minded to their pupils from different
cultures (M=4.55); and respect the values of their pupils from different
cultures (M=4.55). Moreover, they agree that they listen to different
views of their students from different culture (M=3.39) and are
observant to how their students interact with their classmates from
different cultures (M=3.32).
The result complements the result of the interview that the teachers
show respect to the pupils of different cultures. In one interview, the
teacher said she showed open-mindedness to her pupils by allowing
them to express and disclose their cultural norms and values. In general,
the cultural sensitivity of teachers obtained a weighted mean of 4.22
described as agree.
Table 2 displays the classroom management of teachers in
Dadiangas South Central Elementary School. The teachers often speak
with their pupils with respect and dignity (M=4.39); provide specific
activities for students to get to know one another and solve problems
collaboratively (M=4.35); arrange room to maximize (teacher to-
student) proximity and minimize crowding and distraction (M=4.32);
prepare lessons/activities such as filler activities, materials readied,
fluent presentation, clear directions (M=4.32); use varied methods to
check students’ understanding (M=4.32); use general classroom
procedures and student jobs to enhance student responsibility (M=4.32);
provide students with self-control and self-monitoring strategies
(M=4.32).To sum up, the teachers employ classroom management with
the mean of 4.16 described as often.
Table 3 displays the result of the correlated variables. The bivariate
analysis shows that cultural sensitivity and classroom management of
teachers is moderately significant. This is supported by the r value of
0.616 and a p value of 0.000 which is less than the 0.05 margin of error.
The statistical result of the data showed that only 38% of the classroom
management of the teachers is affected by their cultural sensitivity.
Thus, the result suggests that there are other factors that can affect the
teachers’ classroom management (62%).
DISCUSSION
The present study endeavored to determine the cultural sensitivity
and classroom management of teachers. Generally, the findings
revealed that the teachers have high level of ability to assess and evaluate
other cultures to know how a teacher can appropriately approach the
pupils and communicate with them accordingly. The generated
evidences suggest that the teachers are making effort to understand and
try to adapt to the new culture they have been encountering every day
in the classroom. This result complements to the study that teachers
have high level of cultural competence in terms of message skills,
intercultural management, behavioral flexibility, identity management,
and relationship cultivation (Panuncillo, 2016).
Also, the result strengthens the suggestion that an effective cross-
cultural communicator should not only tolerate ambiguity well but also
be able to adapt to “new social conventions and behavior demands”, and
then understand his or her own culture and its effect on personal
behavior. Anent to this, one study further affirmed that teachers were
open-minded, and gave the positive interaction to people of another
raise (Jantawej & Inada, 2011).
However, the outcome contrasts to the study which revealed that
that though teachers had extensive preparation in handling a diverse
Table
1. Cultural Sensitivity of Teachers
Indicator WM Description
Verbal
Interpretation
1. I enjoy interacting with my pupils from other culture.
5.00
Strongly Agree
Very High
2. I am open-minded to my pupils from Different cultures.
4.55
Strongly Agree
Very High
3. I make time to have conversations with my culturally-distinct pupils.
4.10
Agree
High
4. I often show my culturally-distinct Pupils my understanding of their culture through verbal or nonverbal cues.
4.19
Agree
High
5. I have a feeling of enjoyment towards my differences with my culturally-distinct pupils.
4.10
Agree
High
6. I think my pupils from other cultures are open-minded.
4.16
Agree
High
7. I respect the values of my pupils from different cultures.
4.55
Strongly Agree
Very High
8. I respect the ways of my pupils from different cultures
4.58
Strongly Agree
Very High
9. I accept the opinions of my pupils from different cultures.
4.45
Agree
High
10. I think my culture is equal to my pupils’ cultures.
3.90
Agree
High
11. I am aware of the cultural upbringing of my pupils
4.10
Agree
High
12. I find it easy to talk with my pupils from different cultures
3.61
Agree
High
13. I always know what to say when interacting with my pupils from different cultures.
3.81
Agree
High
14. I socialize well when interacting with my pupils from different cultures.
3.94
Agree
High
15. I have confidence when interacting with my pupils from different cultures
4.23
Agree
High
16. I am excited when interacting with my pupils from different cultures.
4.06
Agree
High
17. I often get encouraged when I am with my pupils from different cultures.
4.16
Agree
High
18. I often feel useful when interacting with my pupils from different cultures.
4.16
Agree
High
19. I enjoy discovering the similarities and differences of my students’ culture
4.35
Agree
High
20. I am enthusiastic in responding to the needs of my students from the other culture
4.23
Agree
High
21. I am very observant when interacting with my pupils from other cultures.
4.26
Agree
High
22. I take time to get information as I can when interacting with my pupils from different cultures.
4.06
Agree
High
23. I am sensitive to the feelings and perception of my culturally-distinct pupils during our interaction.
4.26
Agree
High
24. I am observant to how my students interact with their classmates from different cultures.
4.32
Agree
High
25. I listen to different views of my students from different culture.
4.39
Agree
High
Mean
4.22
Agree
High
N=31

4 / 6 Garcia & Pantao / International Journal of Professional Development, Learners and Learning, 3(1), ep2108
classroom, they still suffered from a cultural shock (Killick, 2008). This
suggests that the teachers are sensitive enough to know the actions they
will be intervening without offending the children of different cultures.
The length of stay has exposed the teachers to pupils from different
cultural orientations and this exposure has made them adept to the
various cultures of the pupils. Theoretically, this condition can be
explained by the acculturation theory which according to Acton and
Walker de Felix (1986) as cited by Polok (2006) is a continuous
adaptation to a particular culture without intentionally forgetting one’s
original and native identity.
In terms of classroom management, the teachers have employed
effective classroom management that create positive classroom climate
within which effective teaching and learning can occur to great extent.
Generally, the teachers employed non-punitive practices. According to
Eleftheria, Kafenia, and Andreou (2013), non-punitive practices
include establishing and re-establishing rules, encouraging children to
be responsible, promoting students to discuss a topic involving
behavior, emotions or situations of concern. One of the interviewees of
this study shared that she incorporated reflective consequences when
mistakes are created and develop the students towards self-regulation
on speaking words that are not good and helpful. Evidently, these
actions are reflected in the indicators with the highest mean. Thus,
these findings corroborate with the result of researches on classroom
management that are grounded locally. Local studies conducted in
Table
2. Classroom Management of Teachers
Indicator WM Description
Verbal
Interpretation
1. I establish and explicitly teach student procedures.
4.19
Often
Great Extent
2. I arrange my room to maximize (teacher to-student) proximity and minimize crowding and distraction.
4.32
Often
Great Extent
3. I actively supervise (move, san, interact, reinforce).
4.19
Often
Great Extent
4. My rules are stated as “do’s” instead of “nos” or “don’ts
4.03
Often
Great Extent
5. I actively involve students in establishing classroom rules.
4.16
Often
Great Extent
6. I explicitly teach and review expectations or classroom “rules” in the context of routines.
4.19
Often
Great Extent
7. I conduct smooth and efficient transitions between activities
4.23
Often
Great Extent
8. I am prepared for lessons/activities (filler activities, materials readied, fluent presentation, clear directions).
4.32
Often
Great Extent
9. I provide a clear explanation of outcomes/objectives.
4.29
Often
Great Extent
10. I end lessons/activities with specific feedback.
4.10
Often
Great Extent
11. I maximize multiple and varied opportunities for each student to respond during my instruction.
4.10
Often
Great Extent
12. I engage my students in observable ways during teacher directed instruction (i.e., I use response cards, choral
responding, votes, and other methods).
4.06 Often Great Extent
13. I use varied methods to check students’ understanding.
4.32
Often
Great Extent
14. At the end of the activity, I know how many students have met the objective.
4.23
Often
Great Extent
15. I use persistence coaching for students who struggle.
4.10
Often
Great Extent
16. I consider and note needed improvements (to lesson) for next time.
4.03
Often
Great Extent
17, I see to it that the academic climate is motivating/engaging.
4.19
Often
Great Extent
18. I maintain a ratio of 4:1 positive interactions
4.06
Often
Great Extent
19. I positively interact with every student at least 2-3 times per hour on average.
3.94
Often
Great Extent
20. After correcting rule violations, I use acknowledgement and positive reinforcement for rule following.
4.16
Often
Great Extent
21. I provide specific and immediate contingent acknowledgement for academic and social behaviours (e.g., following
expectations).
4.10 Often Great Extent
22. I also use multiple systems to acknowledge appropriate behaviour (teacher reaction, group contingencies, behaviour
contracts, or token systems).
4.03 Often Great Extent
23. I use different reinforcement strategies to address problem behaviour.
4.19
Often
Great Extent
24. I provide specific, contingent, and brief error corrections (stating expected behavior) for academic and social errors.
4.13
Often
Great Extent
25. In addition, I use the least restrictive procedure to discourage inappropriate behaviour (non-verbal, proximity, teacher
reaction, re-teaching, etc.) and proceed to more restrictive procedures when only needed.
3.97 Often Great Extent
26. I respond to inappropriate behaviour in a calm, emotionally objective and business-like manner.
4.10
Often
Great Extent
27. I learn and use student names by the end of week 2.
4.03
Often
Great Extent
28. I use explicit activities to learn about students.
4.10
Often
Great Extent
29. I promote parent involvement through Teacher-to-parent letters/newsletters periodically.
4.10
Often
Great Extent
30. I speak to students with dignity and respect—even when providing correction!
4.39
Often
Great Extent
31. I use general classroom procedures and student jobs to enhance student responsibility.
4.32
Often
Great Extent
32. I provide students with self-control and self-monitoring strategies
4.32
Often
Great Extent
33. I provide social skills instruction and problem solving strategies.
4.23
Often
Great Extent
34. I provide specific activities for students to get to know one another and solve problems collaboratively.
4.35
Often
Great Extent
4.16
Often
Great Extent
N=31
Table 3.
Relationship between the Cultural Sensitivity and Classroom Management of Teachers
Variables Correlated
R
p-value
Extent of Relationship
Remarks
Cultural Sensitivity and Classroom Management
0.616
0.000
Moderate
Significant
N=31

Garcia & Pantao / International Journal of Professional Development, Learners and Learning, 3(1), ep2108 5 / 6
General Santos City and Sarangani Province also found out that the
teachers employ classroom management to a great extent (Celajes,
2015; Digo, 2009; Durato, 2013: Yusop, 2014).
In addition, the study yielded modest relationship between cultural
sensitivity and classroom management of teachers. This implies that the
cultural sensitivity of teachers influences the classroom management.
For instance, another teacher interviewed revealed that she used a
language that she thought was appropriate and understandable to all her
students. She considered the pupils background when interacting with
them involving certainty of the words she is uttering. The finding
corroborates the Diversity Pedagogy Theory used as a frame of
reference for this study. It is revealed that teachers view classroom
management to be more effective when they acknowledge the role of
culture in the classroom set-up. Moreover, the Culturally Responsive
Teaching of Ladson-Billing (1995) supports this as teachers consider
their students’ culture when dealing with them.
This result strengthens the findings of some studies that use
constructs associated with cultural sensitivity such as emotional
intelligence and social intelligence. In fact, experts like Cherbosque,
Gardenswartz, and Rowe, (2008) stated that awareness of the impact
culture has in shaping behavior is a crucial part of emotional
intelligence. Hence, cultural sensitivity and emotional intelligence are
interrelated to one another. Moreover, Dong, Koper, and Collaco,
(2008) suggested that social intelligence can serve as a foundation for,
and help facilitate in the development of intercultural sensitivity. As
such, social intelligence and emotional intelligence are significant
pointers to be considered in this study.
Generally, the result of the research suggests that there are still
other factors affecting the classroom management of teachers. Manalata
(2011) specified these factors such as effective instruction, setting and
implementing rules, managing intervention, feedback on appropriate
behaviors, and classroom environment.
CONCLUSIONS AND RECOMMENDATIONS
This study has given account on cultural sensitivity and classroom
management of teachers. The results of this paper revealed that the
teachers have high level of cultural sensitivity with high level of ability
to assess and consider other cultures. In terms of classroom
management, teachers have done activities that create a positive
classroom climate within which effective teaching and learning can
occur to a great extent. This paper indeed revealed that cultural
sensitivity has modest influence on the classroom management of
teachers.
Therefore, the study recommends that teachers may endeavor to
initiate intercultural dialogue with children and parent and conduct
seminar-workshop on multicultural approaches to education and
culturally responsive classroom management strategies. Pursuing this
study with different variables is also recommended to uncover the other
factors that can influence the classroom management practices of
teachers.
This study acknowledges its limitation as being conducted to a small
sample, however considered appropriate precautions to satisfy the
purpose of the study. It does not intend to generalize the results but to
quantitatively describe the cultural sensitivity and classroom
management of teachers, and test their association. Finally, while this
study is focused on a multicultural context, future studies involving
these variables with larger sample size should be conducted to further
understand the cultural sensitivity and classroom management of
teachers across levels.
Author contributions: All authors were involved in concept, design,
collection of data, interpretation, writing, and critically revising the article.
All authors approve final version of the article.
Funding: The authors received no financial support for the research and/or
authorship of this article.
Declaration of interest: Authors declare no competing interest.
Data availability: Data generated or analysed during this study are
available from the authors on request.
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