Rita Divéki: Developing Global Competence in the Hungarian EFL Classroom
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5. Secondary School Teachers’ Views and Practices Concerning GCD – Presentation of the Results from the Secondary School Context
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5.2. Developing the Knowledge Component of Global Competence
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5.2.2. Results of the Questionnaire Study
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5.2.2.3. Secondary School Teachers’ Feelings in Connection with Global, Local and Intercultural Issues in their Classes

5.2.2.3. Secondary School Teachers’ Feelings in Connection with Global, Local and Intercultural Issues in their Classes

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The participants were asked to rate on a five-point Likert scale to what extent they liked dealing with global, local, and intercultural issues and to what extent they liked dealing with them based on whether they initiate the discussion or their students. The order of their preferences does not differ from the university tutors’ answers; however, the secondary school teachers rated every single item lower than their colleagues working at universities.

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As reported in Table 5.14, what secondary school teachers prefer the most is dealing with intercultural issues if their students initiate the discussions about these topics, and it is closely followed by dealing with intercultural issues initiated by the teacher. Secondary school teachers’ least preferred discussions seem to concern local issues, and they rated their preference the lowest in case they bring the issues into class.
 

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Table 5.14. Secondary School Teachers’ Feelings about Dealing with Global, Local and Intercultural Issues in their English Classes
Item
Min
Max
M
SD
6. How much do you like dealing with intercultural issues if the students bring the topic into class?
1
5
4.40
.81
5. How much do you like dealing with intercultural issues if you bring the topic into class?
1
5
4.37
.78
4. How much do you like dealing with global issues if the students bring the topic into class?
1
5
4.32
.84
3. How much do you like dealing with global issues if you bring the topic into class?
1
5
4.23
.86
2. How much do you like dealing with local issues if the students bring the topic into class?
1
5
3.80
1.03
1. How much do you like dealing with local issues if you bring the topic into class?
1
5
3.64
1.05
Note. The results that are significantly different from the rest are in bold.
 

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The results of the Paired Samples t-test also corroborate these results, as there was a significant difference between teachers’ preferences in dealing with global issues if they bring the topic to class (M = 4.23; SD = .86) and their preferences in dealing with local issues if the students initiate the discussions (M = 3.80; SD = 1.03), t = –5.09, p < .01. Based on school type, location, gender or age group, no significant differences were found in teachers’ preferences.
 
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