Investigating the Relationships between Ethno-cultural Competencies, Attitudes towards Teaching National Values and General Competencies of Teacher Candidates

Abstract

The study aims to examine the relationships between pre-service teachers' ethnocultural competencies, their attitudes toward teaching national values, and their general competencies. The research employs a comparative relational survey method, characteristic of general survey models. The population consists of students enrolled in pedagogical faculties at state universities in Kazakhstan during the 2023–2024 academic year, with a sample of 276 participants aged 19 to 28, selected through random sampling. Data collection utilized the Teacher Efficacy Perception Scale, Ethnocultural Efficacy Scale, and Attitude Towards National Values Scale. Data were analyzed using IBM SPSS Statistics 27, applying an Independent Samples t-test to compare teaching competencies, ethnocultural competencies, and attitudes toward national values by gender, and One-Way ANOVA F-test techniques to find out differences based on the year of study. The study found that pre-service teachers reported moderate levels of ethnocultural competency and teaching efficacy, but high levels of positive attitudes toward national values. Compared to their male counterparts, female pre-service teachers demonstrated higher perceptions of ethnocultural competencies and teaching efficacy, but there was no gender-based differences in their attitudes toward national values. Similarly, while upper-class students demonstrated higher ethnocultural competencies and teaching efficacy, attitudes toward national values did not differ significantly by the year of study. Notably, perceptions of teaching efficacy had the strongest effect on ethnocultural competencies. These results recommend enhancing pre-service teachers' ethnocultural competencies through the addition of cultural awareness modules, the implementation of gender-sensitive programs, the expansion of internships and practical coursework, and the creation of mentoring programs that foster a sense of professional competence. Digital platforms could also be used to offer virtual cross-cultural experiences, and attempts should be made to maintain a balance between teaching national values and contemporary teaching methods.