Training needs of early childhood education and primary education school teachers on the treatment of diversity

Abstract

INTRODUCTION. In this study the views of teachers on the importance given to teacher training in regards to diversity and to the degree to which they would like to have better training in attention to diversity is investigated. METHOD. We had an incidental sample of 181 Early Childhood Education and Primary Education (Preschool and Primary) teachers (44 are men and 137 women) with a mean age of 38.78 (SD = 8.97). Using a scale designed ad hoc (ENFAD) we assessed on the one hand, the emphasis on different issues of training for the treatment of diversity, and, on the other hand, the degree of perceived need for training on each of these issues. The teachers’ level of emotional intelligence (EI) was also evaluated by the TEIQue-SF. RESULTS. Teachers considered of high importance all the subjects of training for the treatment of diversity, and recognized a moderate need for training in them. Primary teachers expressed higher training needs than Preschool teachers. Teachers with high EI showed a greater recognition of the importance of training for the treatment of diversity than their counterparts with low levels of EI. DISCUSSION. This study partially replicated the findings of previous studies using a national sample, while adding to the research to explore the relationship between EI and teacher’s assessment of the importance of training in the treatment of diversity and their perceived needs in regards to the training they receive.