ABSTRACT This study developed and validated an instrument to measure the multicultural sensitivity among pre-service teachers. Items capturing the concept of multicultural sensitivity were developed through literature review, open-ended questionnaires, interviews, and focus-group discussions. The items were checked for content validity and then tested in different teacher education institutions in Mindanao, Philippines. The 45-item 7-point Likert scale was tested by 573 pre-service teachers and Exploratory Factor Analysis suggested a 28-item scale. The shortened version was tested by 461 pre-service teachers. Confirmatory Factor Analysis was conducted to verify the factor structure and results confirmed the 28-item scale composed of three factors for the personal dimension – ethnocentrism, intercultural effort, and intercultural stress – and two factors for the professional dimension – exhibiting multiculturalism and monocultural orientation. The scale demonstrated adequate internal consistency and the measurement of the construct was found to be invariant for both ethnic majority and minority.

中文翻译：

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职前教师多元文化敏感性量表的开发与验证

摘要 本研究开发并验证了一种测量职前教师多元文化敏感性的工具。通过文献回顾、开放式问卷调查、访谈和焦点小组讨论，开发了捕捉多元文化敏感性概念的项目。检查项目的内容有效性，然后在菲律宾棉兰老岛的不同教师教育机构进行测试。45 个条目的 7 点李克特量表由 573 名职前教师进行测试，探索性因素分析建议使用 28 个条目的量表。缩短版由 461 名职前教师测试。进行了验证性因素分析以验证因素结构，结果证实了由三个因素组成的个人维度的 28 项量表——民族中心主义、跨文化努力、和跨文化压力——以及职业维度的两个因素——表现出多元文化主义和单一文化取向。该量表显示出足够的内部一致性，并且发现该结构的测量对于多数族裔和少数族裔都是不变的。