Rita Divéki: Developing Global Competence in the Hungarian EFL Classroom
›
5. Secondary School Teachers’ Views and Practices Concerning GCD – Presentation of the Results from the Secondary School Context
›
5.2. Developing the Knowledge Component of Global Competence
›
5.2.2. Results of the Questionnaire Study
›
5.2.2.1. Topics Secondary School Teachers Deal with in their Classes

5.2.2.1. Topics Secondary School Teachers Deal with in their Classes

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The participants were first asked to rate how likely they are to bring in the topics to their groups of 16-18-year-old students on a six-point Likert scale. The answers ranged from not at all likely (1) to very likely (5), and they were instructed to mark 6 if they had already dealt with the topic. The following sub-section presents how likely they are to deal with given global, local, and intercultural issues. To make comparisons based on age, gender, location, and school type teachers teach in possible, several Independent Samples t-tests and ANOVA tests were run, however, in this section, only the significant results are reported.
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

5.2.2.1.1 Global Issues Secondary School Teachers Deal with in their Classes. As reported by Table 5.3, the topic teachers are the most likely to include in their lessons is climate change. The result of the Paired Samples t-test also undergirds that there is a significant difference between how likely teachers are to include the topic of climate change (M = 5.78; SD = .57) and the topic of health (M = 5.61; SD = .73), t = 3.22, p < .01, therefore the topic of climate change can be confidently claimed as the most popular one among EFL teachers. The topic of decolonisation seems to be teachers’ least favourite one, which was also confirmed by the Paired Samples t-test, where there was a significant difference between how likely teachers are to bring in the topic of AIDS (M = 3.61; SD = 1.52) and the topic of decolonisation (M = 3.29; SD = 1.47), t = 2.98, p < .01.
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Table 5.3 Secondary School Teachers’ Likeliness to Include Certain Global Issues in their Classes Based on their Age Groups
Topic
N = 182
Group 1 (n = 28)
Group 2 (n = 76)
Group 3 (n = 78)
M
SD
M
SD
M
SD
M
SD
Climate change
5.78
.57
5.64
.83
5.74
.61
5.89
.36
Health
5.61
.73
5.46
.84
5.51
.81
5.76
.59
Youth
5.37
.88
5.46
.58
5.26
1.06
5.45
.77
Water
5.30
.96
4.93
1.18
5.23
1.08
5.30
.65
Food
5.12
1.14
4.79
1.32
5.04
1.20
5.31
.98
Big data
4.82
1.21
4.79
1.55
4.62
1.33
5.04
1.12
Poverty
4.82
1.19
4.68
1.02
4.80
1.22
4.89
1.21
Sea
4.79
1.27
4.46
1.32
4.74
1.32
4.96
1.18
Population
4.76
1.33
4.68
1.06
4.57
1.52
5.00
1.20
Gender inequality
4.67
1.31
4.96
1.20
4.65
1.29
4.59
1.37
Children
4.67
1.25
4.57
1.23
4.58
1.22
4.80
1.28
Africa
4.64
1.39
4.00
1.33
4.75
1.30
4.76
1.46
Ageing
4.54
1.36
4.64
1.37
4.36
1.44
4.67
1.27
Migration
4.39
1.37
4.43
1.20
4.25
1.43
4.53
1.36
Atomic energy
4.28
1.45
4.50
1.55
4.03
1.47
4.45
1.38
Human rights
4.27
1.23
4.50
1.07
4.05
1.29
4.39
1.18
Democracy
4.21
1.44
4.43
1.29
3.86
1.57
4.47
1.29
Refugees
4.01
1.40
4.04
1.17
3.87
1.41
4.14
1.47
Peace
3.76
1.28
3.61
1.40
3.63
1.20
3.95
1.32
International law
3.63
1.37
3.50
1.20
3.55
1.41
3.76
1.41
AIDS
3.61
1.52
3.63
1.64
3.61
1.48
3.62
1.54
Decolonisation
3.29
1.47
3.18
1.28
3.21
1.48
3.42
1.52
Note. Group 1 = Teachers aged below 35. Group 2 = Teachers aged between 35 and 49. Group 3 = Teachers aged above 50.
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Based on the results of the One-Way ANOVA test and the post hoc Duncan Tests, some significant differences were found between the age groups in their likeliness to deal with the following global issues in their groups: Africa [F(2,179) = 3.55, p < .05], Democracy [F(2,179) = 4.09, p < .05], and Water [F(2,179) = 4.42, p < .05]. Group 1 was found to be less likely to include the topic of Africa (M = 4.00) than Group 2 (M = 4.75) and Group 3 (M = 4.76). Group 2 was found less likely to bring in the topic of democracy (M = 3.86) than Group 1 (M = 4.43) or Group 3 (M = 4.47). In the case of the topic of Water, there was a significant difference between Group 1 (M = 4.93) and Group 3 (M = 5.51) in their likeliness to incorporate this topic.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

To see whether there are differences in teachers’ likeliness to include local issues based on the type of school they teach in, an Independent Samples t-test was performed. Table 5.4 shows the significant results of the t-test.
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Table 5.4 Selected Results of the Independent Samples t-test on the Differences between Secondary Grammar School and Secondary Technical and Vocational School Teachers’ Perceptions of Global Issues
Topic
N = 182
Group 1
(n = 132)
Group 2
(n = 50)
t
p
M
SD
M
SD
M
SD
Youth
5.37
.88
5.48
.73
5.10
1.17
2.14
.04
Sea
4.79
1.27
4.92
1.20
4.44
1.39
2.18
.03
Population
4.76
1.33
4.91
1.21
4.40
1.55
2.09
.04
Migration
4.39
1.37
4.60
1.20
3.86
1.64
3.34
.01
Democracy
4.21
1.44
4.36
1.33
3.82
1.63
2.07
.04
Refugees
4.01
1.40
4.24
1.24
3.40
1.60
3.33
.00
Note. Group 1 = Secondary grammar school teachers, Group 2 = Secondary technical and vocational school teachers; p (two-tailed). Only the significant results are shown in the table.
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Even though there was no significant difference found between how likely teachers working in Church schools and state schools are to incorporate global topics in their classes, there were some differences between technical and vocational school teachers’ and secondary grammar school teachers’ likeliness to deal with the topics of democracy, migration, sea, population, refugees, youth. In each case, secondary grammar school teachers seemed to be more likely to include the topic in their lessons.
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

5.2.2.1.2 Local Issues Secondary School Teachers Deal with in their Classes. The respondents were also asked to rate their likeliness to deal with certain local issues on a six-point Likert scale. Based on the descriptive statistics of the means and the results of the Paired Samples t-test, from these local issues, teachers are the most likely to address the state of education in their classes (see Table 5.5). The results of the t-test point at the fact that there is a significant difference between how likely teachers are to talk about education (M = 5.06) and unemployment (M = 4.76), t = 2.85; p < .05, thus education arises as the topic teachers are the most likely to talk about. No significant difference was found between the two topics at the bottom of the list; however, based on the results of the t-test, teachers are significantly less likely to address LGBTQ rights (M = 3.26) than corruption (M = 3.57), t = –2.99; p < .05; thus, suicide and LGBTQ rights can be regarded as teachers’ least favourite local topics to bring into their classes.
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Table 5.5 Secondary School Teachers’ Likeliness to Include Certain Local Issues in their Classes
Topic
M
SD
Education
5.06
1.18
Unemployment
4.76
1.30
Crime
4.74
1.20
Drugs
4.69
1.20
Poverty
4.69
1.25
Alcohol
4.52
1.29
Health care
4.56
1.26
Emigration
4.43
1.25
Population decline
4.18
1.24
Minorities
4.01
1.45
Immigration
3.96
1.41
Mental health
3.64
1.44
Corruption
3.57
1.42
Suicide
3.46
1.48
LGBTQ rights
3.26
1.64
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Even though no significant differences were found between male and female teachers’ likeliness to include local issues in their lessons, age-related, school-type related, and location-related differences emerged from the data. Based on the results of the ANOVA tests, it seems that teachers’ age influences their likeliness to include the following topics in their lessons: mental health, minorities, emigration, health care, and LGBTQ rights. Table 5.6 reports the significant results of the ANOVA test.
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Table 5.6 The Significant Results of the ANOVA Test on Teachers’ Likeliness to Include Local Issues in their Classes Based on Age Groups
Topic
Group 1
(n = 28)
Group 2
(n = 76)
Group 3
(n = 78)
F
p
order (Post-hoc Duncan)
M
SD
M
SD
M
SD
Emigration
4.50
1.14
4.15
1.27
4.68
1.22
3.68
.02
2=1<1=3
Health care
4.39
1.03
4.18
1.34
4.74
1.20
3.96
.02
2=1<1=3
Minorities
4.30
1.35
3.82
1.42
4.05
1.50
1.89
.15
2=3<3=1
Mental health
4.18
1.42
3.34
1.39
3.74
1.45
3.88
.02
2=3<3=1
LGBTQ rights
3.93
1.72
3.15
1.59
3.14
1.62
2.77
.06
3=2<1
Note. Group 1 = Teachers aged below 35. Group 2 = Teachers aged between 35 and 49. Group 3 = Teachers aged above 50.
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Group 2, so teachers aged between 35 and 49 were found to be significantly less likely to include the topics of mental health, emigration, minorities, and health care than Group 1 and Group 3, and Group 3 was found significantly less likely to include the topic of LGBTQ rights than Group 2 or Group 1.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

To find out whether there are significant differences between the likeliness of teachers in secondary grammar schools (Group 1) and in secondary technical and vocational schools (Group 2) to deal with certain local issues, an Independent Samples t-test was performed.
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Table 5.7 The Significant Results of the Independent Samples t-test on Teachers’ Likeliness to Include Local Issues in their Classes Based on School Type
Topic
N = 182
Group 1
(n = 132)
Group 2
(n = 50)
t
p
M
SD
M
SD
M
SD
Education
5.06
1.18
5.21
.99
4.64
1.50
2.50
.02
Health care
4.46
1.26
4.60
1.16
4.08
1.42
2.52
.01
Emigration
4.43
1.25
4.57
1.17
4.06
1.38
2.48
.01
Minorities
4.01
1.45
4.16
1.39
3.62
1.55
2.26
.03
Immigration
3.97
1.41
4.13
1.32
3.54
1.54
2.56
.01
Note. Group 1 = Secondary grammar school teachers. Group 2 = Secondary vocational school teachers and secondary technical school teachers. p (two-tailed).
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In all cases, the secondary technical and vocational school teachers rated their likeliness to include these topics in their lessons lower than secondary grammar school teachers. As Table 5.7 shows, it was found that secondary technical and vocational school teachers are significantly less likely to deal with the following topics: minorities, immigration, emigration, the state of the health care system in Hungary and the state of education in Hungary.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

To enquire into the differences between teachers’ likeliness to deal with local issues based on the type of town they work in, a One-Way ANOVA test was run. Teachers working in small towns (between 5–20 000 inhabitants) rated all the topics lower than other teachers working in larger settlements, however, they reported being less likely to deal with the following topics: minorities, suicide, and population decline. Table 5.8 shows the significant results of the ANOVA test in more detail.
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Table 5.8 The Significant Results of the One-Way ANOVA test on Teachers’ Likeliness to Include Local Issues in their Classes Based on Settlement Type
Topic
Group 1
(n = 91)
Group 2
(n = 37)
Group 3
(n = 43)
Group 4 (n = 11)
F
p
order (Post Hoc Duncan)
M
SD
M
SD
M
SD
M
SD
Minorities
4.15
1.40
4.11
1.33
3.93
1.52
2.82
1.66
2.95
.03
4<3=2=1
Population decline
3.96
1.31
4.70
1.18
4.28
1.32
3.82
1.78
3.18
.03
4=1=3<1=3=2
Suicide
3.40
1.45
4.00
1.45
3.28
1.48
2.82
1.47
2.67
.05
4=3=1<3=1=2
Note. Group 1 = Teachers from the capital. Group 2 = Teachers from large towns (more than 100 000 inhabitants), Group 3 = Teachers from middle towns (between 20–100 000 inhabitants), Group 4 = Teachers from small towns (between 5–20 000 inhabitants), p (two-tailed).
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

5.2.2.1.3 Intercultural Issues Secondary School Teachers Deal with in their Classes. Finally, the participants were asked to rate how likely they were to include certain intercultural issues in their classes on a six-point Likert scale.
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Table 5.9 Secondary School Teachers’ Likeliness to Include Certain Intercultural Issues in their Classes
Topic
M
SD
Celebrations
5.72
.72
Generational differences
5.51
.85
Stereotypes
5.46
1.01
Nonverbal communication
5.29
1.06
Cultural differences
5.23
1.12
Culture shock
5.16
1.22
Roles in society
5.13
1.09
Intercultural communication
4.96
1.17
Discrimination
4.94
1.22
Diversity
4.91
1.40
Racism
4.76
1.38
Gender equality
4.75
1.27
Religions
4.65
1.28
Identity
4.46
1.31
Class differences
4.30
1.35
Political correctness
4.04
1.45
Ethnocentrism
3.47
1.36
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

As reported in Table 5.9, secondary school teachers are most likely to deal with the topic of celebrations, which is also supported by the results of the Paired Samples t-test, as a significant difference was found between how likely they are to incorporate the topic of celebrations (M = 5.72) and the topic of generational differences (M = 5.51), t = 3.18, p < .05. Secondary school teachers reported to be the least likely to include the topic of ethnocentrism in their classes, which was also corroborated by the Paired Samples t-test, which showed a significant difference between the second least favoured topic, political correctness (M = 4.04) and their least preferred topic, ethnocentrism (M = 3.47), t = 5.92, p < .01.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

To see whether there were any significant differences between teachers’ likeliness to include intercultural topics based on their age, a One-Way ANOVA test was run. Significant differences were found in the case of three topics: racism, identity, and celebrations. Table 5.10 reports the significant results of the ANOVA test and the post-hoc Duncan test.
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Table 5.10 The Significant Results of the ANOVA Test on Teachers’ Likeliness to Include Intercultural Issues in their Classes Based on Age Groups
Topic
Group 1
(n = 28)
Group 2
(n = 76)
Group 3
(n = 78)
F
p
order (Post-hoc Duncan)
M
SD
M
SD
M
SD
Celebrations
5.36
.91
5.72
.48
5.85
.79
5.18
.01
1 < 3 = 2
Racism
5.18
1.12
4.88
1.26
4.50
1.54
3.01
.05
3=2 < 2=1
Identity
4.85
1.01
4.09
1.39
4.67
1.23
5.54
.01
2 < 3 = 1
Note. Group 1 = Teachers aged below 35. Group 2 = Teachers aged between 35 and 49. Group 3 = Teachers aged above 50.
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The analysis of variance showed that teachers over the age of 50 (Group 3) are less likely to include the topic of racism in their classes than teachers under the age of 35 (Group 1). Also, it showed that Group 2 is less likely to include the topic of identity than the other two groups. Finally, Group 1 reported to be less likely to include the topic of celebrations than Group 2 or Group 3.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

To enquire into gender-related differences in teachers’ likeliness to include intercultural issues in their classes, an Independent Samples t-test was run. Based on the results of the test, female teachers (M = 5.77; SD = .65) are more likely to include the topic of celebrations than their male colleagues (M = 5.33; SD = 1.01), t = –2.09, p < .01, and male teachers (M = 4.58; SD = 1.32) are more likely to address the topic of political correctness than their female counterparts (M = 3.96; SD = 1.46), t = 2.15, p < .05.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

To tap into the differences in teachers’ likeliness to include intercultural issues based on what kind of institutions they work in, Independent Samples t-tests were performed. Based on whether teachers teach in secondary grammar schools or secondary technical and vocational schools, several significant differences were found, in the case of the following topics: class differences, ethnocentrism, political correctness and identity. In all cases, secondary grammar school teachers were found to be more likely to address these issues in class. Table 5.11 presents the significant results of the t-test in detail.
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Table 5.11 The Significant Results of the Independent Samples t-test on Teachers’ Likeliness to Include Intercultural Issues in their Classes Based on School Type
Topic
N = 182
Group 1
(n = 132)
Group 2
(n = 50)
t
p
M
SD
M
SD
M
SD
Identity
4.46
1.31
4.61
1.25
4.06
1.37
2.55
.01
Class differences
4.30
1.36
4.53
1.21
3.72
1.55
3.30
.00
Political correctness
4.04
1.45
4.21
1.36
3.62
1.60
2.46
.02
Ethnocentrism
3.47
1.37
3.60
1.32
3.12
1.44
2.13
.03
Note. Group 1 = Secondary grammar school teachers; Group 2 = Secondary vocational school teachers and secondary technical school teachers. p (two-tailed).
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

There were statistically significant differences found in teachers’ likeliness to include certain intercultural issues based on where in the country they teach. It was found that teachers working in Budapest (Group 1) are more likely to incorporate the topics of racism and political correctness than teachers living in the countryside (Group 2). Table 5.12 summaries the significant results of the Independent Samples t-test.
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Table 5.12 The Significant Results of the Independent Samples t-test on Teachers’ Likeliness to Include Intercultural Issues in their Classes Based on Whether They Work in the Capital or in the Country
Topic
Group 1
(n = 91)
Group 2
(n = 92)
t
p
M
SD
M
SD
Racism
4.99
1.29
4.54
1.45
2.22
.03
Political correctness
4.31
1.40
3.78
1.45
2.49
.02
Note. Group 1 = Teachers working in the capital. Group 2 = Teachers working in the country. p (two-tailed).
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Only one significant difference was found in teachers’ likeliness to include intercultural issues based on school maintenance. Based on the results, teachers working in religious schools (M = 5.91; SD = .29) are more likely to deal with the topic of celebrations than teachers working in state schools (M = 5.66; SD = .79), t = –3.03, p < .01.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The participants were asked to list what other global, local, and intercultural issues they deal with in their groups of 16–18-year-olds. Although it was a mandatory question, many participants did not answer it, so the number of mentions remained low. Even though the participants listed a large variety of topics, they were mostly overlapping with the issues already listed in the questionnaire. Table 5.13 presents the topics that were mentioned by several participants and the number of participants who mentioned each topic, and also shows the larger topics they can be categorized into, which do not overlap with the topics in the questionnaire.
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Table 5.13 Other Global, Local, and Intercultural Issues Secondary School Teachers Deal with in their Classes
Topic
Subtopic
No of participants
Ethical issues
Ethics
Abortion
Euthanasia
Artificial intelligence
Bullying
14
Consumerism
Food waste
Fast fashion
Responsibility
Money-centredness
Fair trade
13
Media
Social media
Fake news
Manipulation
Advertisements
11
Political systems
EU membership
Patriotism
Elections
10
Animals
Animal protection
Animal testing
Animal rights
Veganism
8
Urban life
Urbanisation
Homelessness
8
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Most of the topics they mentioned were already enumerated for them in the previous questions; however, the topic of animals, including sub-topics like animal testing and animal rights emerged as a theme some teachers prefer to deal with for nurturing their students’ global competence.
 
chevron_left
chevron_right
Tartalomjegyzék navigate_next
Keresés a kiadványban navigate_next
A kereséshez, kérjük, lépj be!
Könyvjelzőim navigate_next
A könyvjelzők használatához
be kell jelentkezned.
Jegyzeteim navigate_next
Jegyzetek létrehozásához
be kell jelentkezned.
    Kiemeléseim navigate_next
    Mutasd a szövegben:
    Szűrés:
    Kiemelések létrehozásához
    MeRSZ+ előfizetés szükséges.
      Útmutató elindítása
      delete
      Kivonat
      fullscreenclose
      printsave