MAPPING THE PATH BETWEEN MULTICULTURAL COMPETENCE AND DEMOCRATIC ATTITUDES IN TEACHER EDUCATION: A SEM APPROACH

Abstract

This study investigated factors affecting pre-service teachers’ multicultural attitudes and self-efficacy in Northern Cyprus. Using an observed-variable path model with 352 participants, the research tested five predictors: educational prejudice, support for multicultural education, attitudes toward democracy education, general democratic attitudes, and approaches to cultural differences. Data were analyzed with SPSS 27 and AMOS 24. Results showed that support for multicultural education strongly predicted multicultural attitudes, while lack of prejudice predicted both attitudes and self-efficacy. The other predictors did not have significant direct effects. Findings highlight the importance of reducing prejudice and strengthening multicultural pedagogy in teacher education programs.