Teacher competence in multicultural schools in Saudi Arabia

Abstract

This research aimed at identifying the teacher competencies of teachers teaching at an international school in Saudi Arabia. The research addressing the problems and sub-problems involved a literature review that conceptualised multicultural education and international schooling. The empirical investigation included the use of a questionnaire to gather data. The questionnaire aimed at determining the ability of teachers to function effectively within a multicultural environment. The findings, which were linked to the literature review, revealed areas of strength and weakness. Based on the findings, recommendations were made for school administrators for the design of appropriate staff development programmes to inculcate in teachers the competencies necessary to perform effectively in an international multicultural environment.