The modern classroom is becoming increasingly diverse, with many countries seeking to develop teacher self-efficacy in multicultural classrooms (TSMC) to effectively teach diverse students by offering professional development in multicultural education (PDME). Using the Teaching and Learning International Survey 2018, we examine whether the teachers’ experience in PDME improves TSMC, as well as whether TSMC mediates the relationship between PDME and teachers’ perceptions of school climate in secondary schools in the United States and South Korea. We find a significant positive relationship between PDME and TSMC and that TSMC plays a mediating role between PDME and school climate. The findings suggest that PDME not only plays a key role in enhancing TSMC but also promotes a positive school climate.

随着许多国家寻求在多元文化教室（TSMC）中发展教师的自我效能感，以通过提供多元文化教育（PDME）的专业发展来有效地教育多样化的学生，现代教室正变得越来越多样化。通过2018年国际教学研究，我们检查了教师在PDME中的经验是否可以改善台积电，以及TSMC是否在PDME与教师对美国和韩国中学的学校氛围观念之间的关系进行调解。我们发现PDME与台积电之间存在显着的正相关关系，而台积电在PDME与学校氛围之间起着中介作用。研究结果表明，PDME不仅在增强台积电方面起着关键作用，而且还促进了积极的学校氛围。