To enquire into how frequently teachers deal with global content in their classes, the participating secondary school teachers were asked to mark their answers on a 5-point Likert scale to five questions where 1 meant never and 5 meant several times a week. Table 5.15 presents the means of their answers.

 

 

As presented in Table 5.15, secondary school teachers deal with global issues the most frequently, and the second most frequently with intercultural issues. According to the results of the Paired Samples t-test, there was no significant difference between how frequently teachers deal with these two types of topics, however, there was a significant difference between Item 2 and 4, so how frequently they deal with intercultural issues (M = 3.36; SD = .94) and current public affairs (M = 2.86; SD = 1.02), t = 5.98; p < .01. Therefore, based on the test results, it can be asserted that teachers deal with global and intercultural issues the most frequently from this list. It is also interesting to note here that in the case of these two items, no one marked 1, so all 182 respondents deal with global and intercultural issues to some extent in their classes. Looking at the bottom of the list, the results of the descriptive statistical test show that teachers deal with local issues the least frequently, which was also supported by the results of the Paired Samples t-test, which showed a significant difference between how frequently teachers deal with controversial issues (M = 2.67; SD = .98) and local issues (M = 2.67; SD = .88), t = 2.09; p < .05.