Approaches for the development of teachers' intercultural competence at Saint Andrews International School Bangkok

Abstract

Despite the fact that intercultural competence of teachers seems to have the potential to predict organizational success, not many researchers have looked into the way of developing them in each different context. Saint Andrews International School Bangkok offered multi-cultural environment for both students and teachers, necessitating intercultural competence for every to culturally blend in. This research aims to 1) analyse needs for development of teachers’ intercultural competence at Saint Andrews International School Bangkok, and 2) propose appropriate approaches for the development of teachers’ intercultural competence. They were investigated using an online survey results from returned 165 teachers at Saint Andrews International School Bangkok. The results revealed that skills sub-dimension was the highest need for development (PNI [modified] = 0.180), followed by knowledge (PNI [modified] = 0.161), and attitudes (PNI [modified] = 0.115) respectively while workshop was the most frequency method (f = 10) to develop intercultural competence of teachers at Saint Andrews International School and it had been followed by training (f = 8) and self-study through reading (f = 7). We used results from the survey, literature reviews and recommendations from teachers to draft approaches for the development of teachers’ intercultural competence and they were reviewed for the appropriateness and possibilities by 3 experts, which the school director, educational administrative expert, and teacher development expert. After analyzing from the experts evaluations, 3 approaches and 21 procedures were proposed to follow for the development of teachers’ intercultural competence at Saint Andrews International School Bangkok