Examining Multicultural Attitudes of Primary School Teachers in Addis Ababa

Examining Multicultural Attitudes of Primary School Teachers in Addis Ababa | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Examining Multicultural Attitudes of Primary School Teachers in Addis Ababa Firew Bekele, Tariku Sime, Wudu Melese This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8711890/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 11 You are reading this latest preprint version Abstract This study examined primary school teachers’ attitudes toward integrating multicultural issues into curriculum experiences in Addis Ababa, Ethiopia. Teachers’ multicultural attitudes were conceptualized as their beliefs, perceptions, and affective orientations toward cultural diversity in increasingly heterogeneous school contexts. An embedded mixed-methods design was employed, integrating quantitative survey data with qualitative interview evidence. Quantitative data were collected from 342 primary school teachers, complemented by in-depth interviews with six purposively selected participants to contextualize the survey findings. The quantitative results indicated that teachers demonstrated a moderate but generally positive orientation toward multicultural education and learner diversity. Inferential analyses revealed no statistically significant differences in multicultural attitudes by gender. However, teachers who had completed prior coursework or professional training in multicultural education reported significantly higher attitude scores than those without such exposure. One-way ANOVA results further showed that younger and less experienced teachers exhibited significantly stronger multicultural attitudes than older and more experienced teachers. Additionally, proficiency in languages other than the instructional language was positively associated with multicultural attitudes, whereas academic qualification showed no significant relationship. The qualitative findings supported the survey results and highlighted teachers’ strong interest in professional development to enhance multicultural competence. Overall, the findings underscore the importance of targeted pre-service preparation and continuous professional development in strengthening teachers’ readiness to implement multicultural education. The study offers important implications for teacher education programs, in-service training, and policy initiatives aimed at promoting inclusive and culturally responsive schooling in diverse educational contexts. multicultural attitudes multicultural education teacher education primary school teachers Introduction 1.1. Background of Study In societies characterized by increasing cultural, linguistic, ethnic, religious, and other dimensions of diversity, responding constructively to social differences remains a critical challenge with far-reaching social and educational implications. Scholars have long noted two dominant orientations toward diversity: difference viewed as a problem and difference viewed as a resource or strength Stevens & Wood, 1995, [cited in 5]. When diversity is framed as a problem, efforts tend to focus on assimilation, whereby minority groups are expected to adopt the norms, values, and identities of a dominant mainstream culture. This monocultural or assimilationist perspective often prioritizes social cohesion through uniformity in language, culture, ethnicity, or religion. In contrast, a multicultural perspective is grounded in respect for diversity and recognizes difference as an inherent and valuable dimension of human life. From this standpoint, social harmony is achieved not through sameness but through mutual understanding, reciprocal respect, and the rejection of hierarchical notions of cultural superiority and inferiority. Whether diversity becomes a source of social tension or a foundation for social cohesion largely depends on how it is managed within societal institutions. Excessive emphasis on uniformity may lead to cultural erasure and marginalization, while an uncritical focus on difference alone risks social fragmentation and weakened national unity [ 6 , 38 , 5 ]. Contemporary pluralistic societies therefore require a balanced approach that simultaneously affirms unity and respects diversity. Education occupies a central position in this balancing act, serving as a primary mechanism through which societies cultivate shared values while acknowledging cultural plurality. Educational institutions play an indispensable role in nation-building by fostering mutual respect, social cohesion, and inclusive citizenship among learners from diverse backgrounds. Through schooling, children are introduced to ways of knowing, understanding, and appreciating social differences. Schools provide structured environments where students from varying ethnic, linguistic, and religious backgrounds interact, negotiate meaning, and develop attitudes toward diversity. Research suggests that early exposure to positive cross-cultural interactions increases the likelihood of developing favorable attitudes toward out-groups later in life. Recognizing this, the Ethiopian government has made deliberate efforts to incorporate multicultural principles into its education policy and curriculum. The Education and Training Policy emphasizes the promotion of national unity alongside respect for cultural diversity [ 31 ], while the national curriculum framework integrates values of tolerance, inclusivity, and mutual respect [ 30 ]. Primary education has been widely identified as a critical stage for introducing multicultural and diversity-related issues through the curriculum [ 35 , 21 , 40 , 1 ]. Children are not born with prejudiced attitudes; rather, such attitudes are learned through socialization processes, observation, and interaction [ 35 ]. Developmental research shows that children begin noticing differences and forming evaluative categories at a very early age [ 21 ]. Lynch and Hanson describe birth to twelve years as a “prime period” for emotional and social development [cited in 1], underscoring the importance of early educational interventions that prevent the formation of negative stereotypes and biases. Within this context, primary school teachers occupy a pivotal role in shaping students’ values, attitudes, and social dispositions. Teachers serve as constant role models, and their beliefs, behaviors, and instructional practices significantly influence how children perceive and respond to diversity. Students tend to internalize the attitudes demonstrated by their teachers, making educators’ orientations toward multicultural education particularly consequential. Consequently, examining teachers’ attitudes toward multicultural education is essential, as these attitudes directly affect classroom practices and, by extension, the socialization of future generations. Multicultural education broadly refers to the development of knowledge, attitudes, and skills that promote respect for cultural diversity, including differences related to ethnicity, language, religion, and race [ 9 , 11 ]. Over recent decades, it has gained prominence as an educational approach aimed at supporting democratic citizenship and social justice [ 36 ]. Multicultural education seeks to provide equitable learning opportunities for all students while equipping them with the competencies necessary to engage constructively in diverse societies and contribute to the common good [ 8 , 42 , 27 ]. Teachers play a decisive role in translating multicultural education policies and curricular frameworks into meaningful classroom practice. Regardless of how well designed a curriculum may be, its effectiveness ultimately depends on teachers’ understanding, commitment, and attitudes during implementation [ 34 ]. Teachers who possess positive attitudes toward multicultural education are better positioned to create inclusive learning environments, employ culturally responsive pedagogies, and nurture students’ multicultural competence. As Banks argues, educators must be sensitive to students’ cultural, linguistic, religious, and ethnic backgrounds and actively foster classroom environments where diversity is recognized as a natural and valuable aspect of human existence [ 6 ]. In the Ethiopian context, the Education Sector Development Roadmap explicitly highlights the importance of unity, diversity, and multicultural awareness within educational settings [ 22 ]. Addis Ababa, as the nation’s political, economic, and cultural center, exemplifies Ethiopia’s diversity. The city is home to individuals from a wide range of ethnic, linguistic, and religious communities, creating both opportunities and challenges for social cohesion [ 46 ]. In such a complex and diverse urban context, primary school teachers bear a dual responsibility: delivering academic instruction while simultaneously cultivating respect for diversity, a sense of belonging, and an inclusive national identity among young learners. 1.2. Statement of the Problem Regardless of how well designed an educational program may be, its quality and effectiveness are ultimately determined by teachers’ enactment of the curriculum during the instructional process. Teachers’ attitudes and beliefs are therefore as consequential as curricular content and pedagogical methods. Research indicates that teachers’ beliefs about diversity and their classroom practices often do not align with the stated commitments of multicultural education [ 13 ]. Consequently, the extent to which teachers hold positive attitudes toward multicultural education is a critical factor in realizing its intended outcomes. As argued by Ornstein and Hunkins, experienced teachers possess the professional judgment and contextual understanding necessary to translate curriculum from theory into meaningful practice [ 34 ]. However, such translation presupposes favorable dispositions toward diversity and inclusion. In the Ethiopian context, fostering learners’ knowledge, skills, and attitudes related to multiculturalism, unity, and social harmony has been identified as a national educational priority across all levels of schooling [ 22 ]. Primary school teachers, as frontline educators, play a decisive role in shaping students’ beliefs, values, and behaviors toward cultural diversity [ 33 ]. Children tend to perceive their teachers as authoritative role models and often internalize the attitudes and behaviors they observe. For this reason, the cultivation of positive multicultural attitudes among teachers from the early stages of schooling is essential. Nevertheless, despite the inclusion of multicultural principles in policy and curriculum documents, empirical evidence on teachers’ readiness and attitudinal competence to implement multicultural education remains limited. Existing Ethiopian studies on multicultural education have largely concentrated on pre-service teacher preparation and curriculum content rather than on in-service teachers’ attitudes and competencies. For instance, studies examining teacher education programs consistently highlight gaps in training and implementation [ 2 , 37 , 43 , 29 ]. Similarly, research has reported inadequate integration of multicultural content in primary school textbooks [50]. Nationwide research on children’s multicultural competence revealed limited awareness of ethno-linguistic and religious diversity and the presence of undesirable attitudes toward out-groups among upper primary students [ 5 ]. Additional studies indicated unsatisfactory levels of multicultural awareness and classroom practice among secondary school teachers [ 19 ]. Policy analyses have also shown that key dimensions of diversity are insufficiently addressed in Ethiopian education policy frameworks [ 39 ]. The Education Sector Development Roadmap identified persistent challenges related to equity, gender disparities, unity within diversity, and the cultivation of peaceful and tolerant citizenship [ 22 ]. International and local studies have further examined the relationship between teachers’ background characteristics and multicultural attitudes. Some findings suggest that female teachers are more willing to engage in multicultural training than their male counterparts [ 32 ], while others report positive associations between multicultural competence and levels of professional training, but not necessarily with years of teaching experience [ 47 , 20 ]. Additional factors such as prior exposure to diverse groups, multilingual ability, and teaching experience have also been linked to teachers’ attitudes toward multicultural inclusion [ 47 ]. However, the empirical evidence remains mixed and context dependent. Despite these contributions, studies specifically examining the multicultural attitudes of primary school teachers—particularly the attitudinal dimension necessary for effective multicultural practice—remain scarce in Addis Ababa. Given the city’s unique urban context and concentrated ethnic, linguistic, and religious diversity, this gap is particularly significant. A contextualized understanding of primary school teachers’ multicultural attitudes is essential for identifying existing challenges, informing pre-service and in-service professional development programs, and strengthening the role of education in promoting unity within diversity and sustainable nation-building. Accordingly, this study seeks to address this gap by examining the multicultural attitudes of primary school teachers in Addis Ababa. Guided by this purpose, the study is structured around the following research questions: What attitudes do primary school teachers hold toward the inclusion of multicultural issues in school curriculum experiences? How do primary school teachers perceive their own adequacy in implementing a multicultural education approach, and how do they conceptualize multiculturalism and multicultural education? Do teachers’ socio-demographic characteristics (gender, exposure to multicultural coursework or training, teaching experience, language proficiency, and academic qualification) show statistically significant relationships with their multicultural attitudes? Methodology 2.1. Research Design This study employed an embedded mixed-methods research design. According to Creswell [ 15 ], an embedded mixed-methods design involves the concurrent or sequential collection of quantitative and qualitative data, with one form of data playing a supportive role within a larger methodological framework. In the present study, qualitative data were embedded within a predominantly quantitative design to supplement, contextualize, and enrich the quantitative findings. In terms of priority and sequence, the quantitative strand was accorded greater weight and was implemented first, followed by the qualitative strand, consistent with conventions of the embedded design [ 12 ]. The quantitative component aimed to examine the level and patterns of multicultural attitudes among primary school teachers in Addis Ababa. Subsequently, the qualitative component focused on elaborating and clarifying the quantitative results by exploring teachers’ perspectives and experiences related to multicultural education [ 17 ]. The qualitative data were thus used to provide explanatory depth, cross-validation, and contextual interpretation of the survey findings. By integrating qualitative insights into the analysis and interpretation stages, the embedded design enabled a more comprehensive understanding of teachers’ multicultural attitudes than would have been possible through a single-method approach. This methodological integration strengthened the credibility and interpretive richness of the study’s findings. 2.2. Study Area Context Addis Ababa is the capital city of Ethiopia and serves as the seat of the African Union, making it one of the most significant diplomatic centers in the world, second only to New York City. According to the Addis Ababa Mayor’s Office [ 3 ], the city has an estimated population of approximately 5.46 million, with an annual growth rate of 4.46%, and is administratively divided into 11 sub-cities. Addis Ababa is constitutionally designated as a self-administered city, which is accountable to the federal government. The city is widely recognized for its demographic diversity, accommodating people from virtually all regions of Ethiopia as well as immigrants from various countries. Significant internal migration continues to shape the city’s social composition, contributing to its characterization as a “microcosm of Ethiopia” [ 47 ]. This diversity is reflected across multiple dimensions, including ethnicity, language, religion, culture, and gender. Demographically, Addis Ababa is a multi-ethnic urban center. Ethnic Amhara constitute the largest group (47%), followed by Oromo (19.5%), Gurage (16.3%), and Tigray (6.2%), with the remaining population comprising Silte, Gamo, and other ethnic groups [ 47 ]. Religiously, Orthodox Christianity and Islam represent the two largest faith groups, alongside other Christian denominations such as Protestant and Seventh-day Adventist communities. In the education sector, government primary schools in Addis Ababa use Amharic and Afan Oromo as media of instruction, implemented through separate instructional streams. The city also hosts numerous cultural centers representing different ethnic communities, as well as national museums and public parks that showcase the cultural heritage of Ethiopia’s nations and nationalities. These characteristics make Addis Ababa a particularly relevant and appropriate context for examining multicultural attitudes among primary school teachers. 2.3. Population and Sample The target population of this study comprised all teachers working in government primary schools in Addis Ababa during the 2023/2024 academic year. At the time of the study, there were 255 government primary schools operating under the Addis Ababa City Administration. Official records from the Addis Ababa Education Bureau indicated a total of 3,575 primary school teachers, of whom 1,946 were male and 1,629 were female. The quantitative sample consisted of 381 primary school teachers randomly selected from 77 government primary schools. Schools were selected using a cluster sampling approach based on the city’s administrative structure. Addis Ababa is divided into 11 sub-cities—Addis Ketema, Akaky Kaliti, Arada, Bole, Gullele, Kirkos, Kolfe Keranio, Lideta, Nifas Silk-Lafto, Yeka, and Lemi Kura—which served as cluster units to ensure proportional geographic representation. Within the selected schools, teachers were chosen through simple random sampling to participate in the survey. To secure additional qualitative data through semi-structured interviews, one teacher from each school in the eleven sub-cities was selected using purposive sampling from among those who participated in the quantitative phase of the study. In terms of age distribution, two participants were aged 22–25 years, two were aged 26–35 years, three were aged 36–45 years, and four were aged 46–55 years. Regarding professional exposure, six of the qualitative participants reported having no prior coursework or training in multicultural education, while seven indicated proficiency in at least two local languages. 2.4. Data Gathering Instruments To obtain reliable and valid data addressing the research questions, this study employed two data collection instruments: a teachers’ multicultural attitude questionnaire and a semi-structured interview guide. Both instruments were developed based on the study’s research questions and an extensive review of relevant literature on multicultural education and teacher attitudes. Questionnaire A structured questionnaire served as the primary instrument for quantitative data collection. The questionnaire comprised two main sections. The first section collected demographic and professional background information, including gender, age, teaching experience, academic qualification, exposure to multicultural coursework or training, and proficiency in languages other than the instructional language. The second section consisted of 20 items designed to measure teachers’ multicultural attitudes toward inclusion of multicultural issues in school curriculum. Prior to the main data collection, the questionnaire underwent content and construct validity review. To ensure validity, the instrument was evaluated by two instructors from the language department and two experienced researchers specializing in diversity and inclusive education. Based on their feedback, the questionnaire items were revised for clarity, relevance, and alignment with the study objectives. A pilot study was subsequently conducted with 15 primary school teachers who were not included in the main sample. Following the pilot test, internal consistency reliability was assessed using Cronbach’s alpha. The reliability coefficient for the multicultural attitude scale was 0.754, indicating an acceptable level of internal consistency for research purposes. Interview A semi-structured interview guide was developed to collect qualitative data that would complement and contextualize the quantitative findings. The interview questions were formulated in alignment with the research questions and informed by relevant literature [ 5 , 6 , 9 , 35 , 12 ]. The literature review ensured that the interview questions were conceptually grounded and analytically relevant. An initial interview guide comprising nine questions was drafted and subsequently reviewed by subject-matter experts from Jimma University. Based on their feedback, the interview protocol was refined and reduced to six core questions accompanied by probing questions. This final semi-structured format allowed flexibility for participants to elaborate on their experiences and perceptions while maintaining consistency across interviews. 2.5. Method of Data Analysis Data analysis was conducted independently for the quantitative and qualitative phases, with each providing complementary insights in line with the embedded mixed-methods design. Quantitative data collected through the questionnaire were entered and analyzed using SPSS version 24. The normality of participants’ scores on the multicultural attitude scale was assessed using skewness and kurtosis statistics. The results indicated skewness of − 0.310 and kurtosis of 0.775, suggesting that the data were approximately normally distributed. Given this suitability for parametric analysis, appropriate parametric statistical tests were employed. Independent samples t -tests, Pearson correlation, and one-way ANOVA were used to examine relationships between teachers’ characteristics and multicultural attitudes. Post hoc analyses were conducted where statistically significant differences were observed. Qualitative data were analyzed thematically to provide contextualized insights into teachers’ experiences and perceptions of multicultural education [ 48 ]. Interviews were transcribed verbatim, coded iteratively, and categorized into themes aligned with the research questions, following established qualitative analysis procedures [ 48 ]. Discussion The findings of this study indicate that primary school teachers in Addis Ababa generally hold positive attitudes toward the inclusion of multicultural issues in the schooling process. This aligns with previous research conducted in similar contexts, which reported favorable attitudes toward multicultural education among teachers [ 25 , 38 ]. Gender was not found to significantly influence multicultural attitudes, consistent with earlier studies [ 25 , 38 ]. Other scholars argue that gender alone does not determine cultural competence [ 22 ], although some research suggests women may exhibit greater empathy due to socialization processes [ 7 ]. Teachers who attended multicultural courses or training demonstrated significantly higher multicultural attitudes, a finding supported by prior studies emphasizing the role of structured training in fostering intercultural competence [ 24 , 10 , 18 ]. The higher multicultural attitudes observed among younger and less experienced teachers may reflect recent exposure to diversity-related content in teacher education programs. Similar patterns have been reported in previous studies emphasizing generational differences in openness to multicultural perspectives [ 42 ]. No significant association was found between academic qualification and multicultural attitudes, suggesting that higher credentials alone do not guarantee multicultural competence, particularly where multicultural content is insufficiently embedded in teacher preparation programs [ 28 ]. Conclusions A positive attitude toward cultural diversity is essential in shaping inclusive learning environments, as teachers’ attitudes strongly influence students’ perceptions and behaviors [ 41 ]. Based on the findings, primary school teachers in Addis Ababa demonstrated a moderate but generally positive level of multicultural attitude. Participation in multicultural courses or training emerged as a key predictor of positive attitudes, underscoring the importance of structured professional development programs. Overall, the study highlights the central role of exposure to multicultural education through coursework, training, and professional experience in shaping teachers’ attitudes toward diversity. Continuous professional development is therefore recommended to strengthen teachers’ multicultural competence and promote inclusive education in primary schools. 6. Implications of the Study The findings of this study have important implications for policy, teacher education, and school practice. First, the need to enhance teachers’ multicultural attitudes through continuous in-service professional development is evident. Structured multicultural courses and training were found to significantly improve teachers’ multicultural competence, indicating that professional development programs should be systematic, ongoing, and prioritized rather than optional or peripheral. Second, multicultural education should be embedded as a core component of teacher preparation programs. Current offerings appear limited, and prospective teachers may lack sufficient exposure to the knowledge, skills, and attitudes required to work effectively in diverse classrooms. Teacher education institutions should ensure that teachers are prepared to teach in two or more languages, given Ethiopia’s multilingual and multiethnic context, to foster communication and understanding across cultural groups. Third, the development of positive multicultural attitudes is not a one-time achievement. It requires continuous reinforcement through professional learning opportunities, including short-term workshops, seminars, experience-sharing sessions, and online training programs. Schools and educational authorities should prioritize creating such opportunities, enabling teachers to continually update their knowledge and skills in multicultural education and inclusive pedagogy. Overall, these initiatives can strengthen teachers’ ability to implement multicultural education effectively, promote inclusive classroom environments, and contribute to the broader goal of building social cohesion and respect for diversity in Ethiopian schools. 7. Limitation and future directions There are limitations of this study that must not be overlooked in the interpretation of the results. First, the study relied up on self-report questionnaire to measure the key variables. Self-report measures are usually exposed to self-serving bias. Therefore, the honesty of the participants is presumed but not ascertained. The second limitation is related to the translation of the instrument used in the study. Translating the English instrument to Amharic language was a bit challenging. The meaning of some words in English were easily understandable than in the local languages, for example, stereotype . Second the interview participants were six which limited the amount of extra information extracted for in-depth analysis. Furthermore, translation of interview transcription into English language could obviously had certain drawbacks on accurate analysis. It would be helpful for future; similar study needs to be conducted to explore and enhance multicultural competence of primary school teachers in different regional states of Ethiopia other than Addis Ababa city. This could shade light to design effective multicultural strategies to be implemented in primary schools to lay foundation for effective nation-building with the concept of unity and diversity aspired by the policy issues. Text book analysis for adequately integrating multicultural issues based on the new Education and Training Roadmap and Ethiopian General Education Curriculum Framework is pressing. Declarations Competing Interests The authors declare that they have no competing interests. Consent to Publish declaration : Not applicable. Clinical trial number Not applicable. Ethics statement The study received ethical approval from the Jimma University Institutional Research Review Committee. It was conducted in accordance with the ethical guidelines outlined in the University’s ethics statement. The research protocol was approved by the Jimma University Institutional Research Review Committee in compliance with the regulations governing studies involving human participants, as specified by the Ethics Committee of Jimma University and consistent with the principles of the 1964 Helsinki Declaration and its later amendments. Declarations Ethical Approval This study was conducted in accordance with the ethical standards of Jimma University institutional Research Review committee standard and with the 1964 Helsinki Declaration and its later amendments. Ethical approval was obtained from the Jimma University Institutional Review Board Approval No. 113/23, Date November 20, 2023. Consent to Participate Informed consent was obtained from all individual participants included in the study. Participation was voluntary, and participants could withdraw at any time without penalty. Consent to Publish All participants provided consent for publication of anonymized data and findings from this study. Funding Not applicable. Author Contribution Firew solely prepared the manuscript, Dr. Tariku and Dr. Wudu closely guide and frame the manuscript for further enrichment. Data Availability The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request. References Abdullah AC. Multicultural education in early childhood: Issues and challenges. J Int Cooperation Educ. 2009;12(1):159–75. Abebew Y. (2007). 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8711890","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":602657752,"identity":"c78a7135-91e3-4aac-87f4-c8b0ed520e8a","order_by":0,"name":"Firew Bekele","email":"","orcid":"","institution":"Jimma University","correspondingAuthor":false,"prefix":"","firstName":"Firew","middleName":"","lastName":"Bekele","suffix":""},{"id":602657756,"identity":"eb803cdc-4310-4386-a058-7c6ec18e40d3","order_by":1,"name":"Tariku Sime","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAzUlEQVRIiWNgGAWjYDADfhCRUEC8BgMGyQaQFgNStBgcgNCEgXx778GPX9v+JG4+vzrxwwMDBnl+sQMEjD9zLllats0gcduNt5slgA4znDk7gYAWiRwDaUmwlrMbQFoSDG4T0CI//43xb5CWzTPObv5BlBaGGzxmkh+BWjbw924jzhaDMzlm1gznjI1n3ODdZpFgIEHYL/LtZ4xv/iiTk+3vP7v55o8KG3l+aUIOAwJmHhApAVYpQVg5CDD+AJH8B4hTPQpGwSgYBSMPAADCE0WxvVD4qQAAAABJRU5ErkJggg==","orcid":"","institution":"Jimma University","correspondingAuthor":true,"prefix":"","firstName":"Tariku","middleName":"","lastName":"Sime","suffix":""},{"id":602657757,"identity":"2e1a9bc3-4ff3-4ef8-af33-b4330f38be81","order_by":2,"name":"Wudu Melese","email":"","orcid":"","institution":"Jimma University","correspondingAuthor":false,"prefix":"","firstName":"Wudu","middleName":"","lastName":"Melese","suffix":""}],"badges":[],"createdAt":"2026-01-27 14:54:11","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-8711890/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8711890/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":104780002,"identity":"5ee4af9b-3fa6-4116-8c0a-b1d79fb76cc3","added_by":"auto","created_at":"2026-03-17 07:49:01","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":535426,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8711890/v1/d941e742-6739-448e-8eb9-561dddf33036.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Examining Multicultural Attitudes of Primary School Teachers in Addis Ababa","fulltext":[{"header":"Introduction","content":"\u003cdiv id=\"Sec2\" class=\"Section2\"\u003e \u003ch2\u003e1.1. Background of Study\u003c/h2\u003e \u003cp\u003eIn societies characterized by increasing cultural, linguistic, ethnic, religious, and other dimensions of diversity, responding constructively to social differences remains a critical challenge with far-reaching social and educational implications. Scholars have long noted two dominant orientations toward diversity: difference viewed as a problem and difference viewed as a resource or strength Stevens \u0026amp; Wood, 1995, [cited in 5]. When diversity is framed as a problem, efforts tend to focus on assimilation, whereby minority groups are expected to adopt the norms, values, and identities of a dominant mainstream culture. This monocultural or assimilationist perspective often prioritizes social cohesion through uniformity in language, culture, ethnicity, or religion. In contrast, a multicultural perspective is grounded in respect for diversity and recognizes difference as an inherent and valuable dimension of human life. From this standpoint, social harmony is achieved not through sameness but through mutual understanding, reciprocal respect, and the rejection of hierarchical notions of cultural superiority and inferiority.\u003c/p\u003e \u003cp\u003eWhether diversity becomes a source of social tension or a foundation for social cohesion largely depends on how it is managed within societal institutions. Excessive emphasis on uniformity may lead to cultural erasure and marginalization, while an uncritical focus on difference alone risks social fragmentation and weakened national unity [\u003cspan class=\"CitationRef\"\u003e6\u003c/span\u003e, \u003cspan class=\"CitationRef\"\u003e38\u003c/span\u003e, \u003cspan class=\"CitationRef\"\u003e5\u003c/span\u003e]. Contemporary pluralistic societies therefore require a balanced approach that simultaneously affirms unity and respects diversity. Education occupies a central position in this balancing act, serving as a primary mechanism through which societies cultivate shared values while acknowledging cultural plurality.\u003c/p\u003e \u003cp\u003eEducational institutions play an indispensable role in nation-building by fostering mutual respect, social cohesion, and inclusive citizenship among learners from diverse backgrounds. Through schooling, children are introduced to ways of knowing, understanding, and appreciating social differences. Schools provide structured environments where students from varying ethnic, linguistic, and religious backgrounds interact, negotiate meaning, and develop attitudes toward diversity. Research suggests that early exposure to positive cross-cultural interactions increases the likelihood of developing favorable attitudes toward out-groups later in life. Recognizing this, the Ethiopian government has made deliberate efforts to incorporate multicultural principles into its education policy and curriculum. The Education and Training Policy emphasizes the promotion of national unity alongside respect for cultural diversity [\u003cspan class=\"CitationRef\"\u003e31\u003c/span\u003e], while the national curriculum framework integrates values of tolerance, inclusivity, and mutual respect [\u003cspan class=\"CitationRef\"\u003e30\u003c/span\u003e].\u003c/p\u003e \u003cp\u003ePrimary education has been widely identified as a critical stage for introducing multicultural and diversity-related issues through the curriculum [\u003cspan class=\"CitationRef\"\u003e35\u003c/span\u003e, \u003cspan class=\"CitationRef\"\u003e21\u003c/span\u003e, \u003cspan class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan class=\"CitationRef\"\u003e1\u003c/span\u003e]. Children are not born with prejudiced attitudes; rather, such attitudes are learned through socialization processes, observation, and interaction [\u003cspan class=\"CitationRef\"\u003e35\u003c/span\u003e]. Developmental research shows that children begin noticing differences and forming evaluative categories at a very early age [\u003cspan class=\"CitationRef\"\u003e21\u003c/span\u003e]. Lynch and Hanson describe birth to twelve years as a “prime period” for emotional and social development [cited in 1], underscoring the importance of early educational interventions that prevent the formation of negative stereotypes and biases.\u003c/p\u003e \u003cp\u003eWithin this context, primary school teachers occupy a pivotal role in shaping students’ values, attitudes, and social dispositions. Teachers serve as constant role models, and their beliefs, behaviors, and instructional practices significantly influence how children perceive and respond to diversity. Students tend to internalize the attitudes demonstrated by their teachers, making educators’ orientations toward multicultural education particularly consequential. Consequently, examining teachers’ attitudes toward multicultural education is essential, as these attitudes directly affect classroom practices and, by extension, the socialization of future generations.\u003c/p\u003e \u003cp\u003eMulticultural education broadly refers to the development of knowledge, attitudes, and skills that promote respect for cultural diversity, including differences related to ethnicity, language, religion, and race [\u003cspan class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan class=\"CitationRef\"\u003e11\u003c/span\u003e]. Over recent decades, it has gained prominence as an educational approach aimed at supporting democratic citizenship and social justice [\u003cspan class=\"CitationRef\"\u003e36\u003c/span\u003e]. Multicultural education seeks to provide equitable learning opportunities for all students while equipping them with the competencies necessary to engage constructively in diverse societies and contribute to the common good [\u003cspan class=\"CitationRef\"\u003e8\u003c/span\u003e, \u003cspan class=\"CitationRef\"\u003e42\u003c/span\u003e, \u003cspan class=\"CitationRef\"\u003e27\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eTeachers play a decisive role in translating multicultural education policies and curricular frameworks into meaningful classroom practice. Regardless of how well designed a curriculum may be, its effectiveness ultimately depends on teachers’ understanding, commitment, and attitudes during implementation [\u003cspan class=\"CitationRef\"\u003e34\u003c/span\u003e]. Teachers who possess positive attitudes toward multicultural education are better positioned to create inclusive learning environments, employ culturally responsive pedagogies, and nurture students’ multicultural competence. As Banks argues, educators must be sensitive to students’ cultural, linguistic, religious, and ethnic backgrounds and actively foster classroom environments where diversity is recognized as a natural and valuable aspect of human existence [\u003cspan class=\"CitationRef\"\u003e6\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eIn the Ethiopian context, the Education Sector Development Roadmap explicitly highlights the importance of unity, diversity, and multicultural awareness within educational settings [\u003cspan class=\"CitationRef\"\u003e22\u003c/span\u003e]. Addis Ababa, as the nation’s political, economic, and cultural center, exemplifies Ethiopia’s diversity. The city is home to individuals from a wide range of ethnic, linguistic, and religious communities, creating both opportunities and challenges for social cohesion [\u003cspan class=\"CitationRef\"\u003e46\u003c/span\u003e]. In such a complex and diverse urban context, primary school teachers bear a dual responsibility: delivering academic instruction while simultaneously cultivating respect for diversity, a sense of belonging, and an inclusive national identity among young learners.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e1.2. Statement of the Problem\u003c/h2\u003e \u003cp\u003eRegardless of how well designed an educational program may be, its quality and effectiveness are ultimately determined by teachers’ enactment of the curriculum during the instructional process. Teachers’ attitudes and beliefs are therefore as consequential as curricular content and pedagogical methods. Research indicates that teachers’ beliefs about diversity and their classroom practices often do not align with the stated commitments of multicultural education [\u003cspan class=\"CitationRef\"\u003e13\u003c/span\u003e]. Consequently, the extent to which teachers hold positive attitudes toward multicultural education is a critical factor in realizing its intended outcomes. As argued by Ornstein and Hunkins, experienced teachers possess the professional judgment and contextual understanding necessary to translate curriculum from theory into meaningful practice [\u003cspan class=\"CitationRef\"\u003e34\u003c/span\u003e]. However, such translation presupposes favorable dispositions toward diversity and inclusion.\u003c/p\u003e \u003cp\u003eIn the Ethiopian context, fostering learners’ knowledge, skills, and attitudes related to multiculturalism, unity, and social harmony has been identified as a national educational priority across all levels of schooling [\u003cspan class=\"CitationRef\"\u003e22\u003c/span\u003e]. Primary school teachers, as frontline educators, play a decisive role in shaping students’ beliefs, values, and behaviors toward cultural diversity [\u003cspan class=\"CitationRef\"\u003e33\u003c/span\u003e]. Children tend to perceive their teachers as authoritative role models and often internalize the attitudes and behaviors they observe. For this reason, the cultivation of positive multicultural attitudes among teachers from the early stages of schooling is essential. Nevertheless, despite the inclusion of multicultural principles in policy and curriculum documents, empirical evidence on teachers’ readiness and attitudinal competence to implement multicultural education remains limited.\u003c/p\u003e \u003cp\u003eExisting Ethiopian studies on multicultural education have largely concentrated on pre-service teacher preparation and curriculum content rather than on in-service teachers’ attitudes and competencies. For instance, studies examining teacher education programs consistently highlight gaps in training and implementation [\u003cspan class=\"CitationRef\"\u003e2\u003c/span\u003e, \u003cspan class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan class=\"CitationRef\"\u003e43\u003c/span\u003e, \u003cspan class=\"CitationRef\"\u003e29\u003c/span\u003e]. Similarly, research has reported inadequate integration of multicultural content in primary school textbooks [50]. Nationwide research on children’s multicultural competence revealed limited awareness of ethno-linguistic and religious diversity and the presence of undesirable attitudes toward out-groups among upper primary students [\u003cspan class=\"CitationRef\"\u003e5\u003c/span\u003e]. Additional studies indicated unsatisfactory levels of multicultural awareness and classroom practice among secondary school teachers [\u003cspan class=\"CitationRef\"\u003e19\u003c/span\u003e]. Policy analyses have also shown that key dimensions of diversity are insufficiently addressed in Ethiopian education policy frameworks [\u003cspan class=\"CitationRef\"\u003e39\u003c/span\u003e]. The Education Sector Development Roadmap identified persistent challenges related to equity, gender disparities, unity within diversity, and the cultivation of peaceful and tolerant citizenship [\u003cspan class=\"CitationRef\"\u003e22\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eInternational and local studies have further examined the relationship between teachers’ background characteristics and multicultural attitudes. Some findings suggest that female teachers are more willing to engage in multicultural training than their male counterparts [\u003cspan class=\"CitationRef\"\u003e32\u003c/span\u003e], while others report positive associations between multicultural competence and levels of professional training, but not necessarily with years of teaching experience [\u003cspan class=\"CitationRef\"\u003e47\u003c/span\u003e, \u003cspan class=\"CitationRef\"\u003e20\u003c/span\u003e]. Additional factors such as prior exposure to diverse groups, multilingual ability, and teaching experience have also been linked to teachers’ attitudes toward multicultural inclusion [\u003cspan class=\"CitationRef\"\u003e47\u003c/span\u003e]. However, the empirical evidence remains mixed and context dependent.\u003c/p\u003e \u003cp\u003eDespite these contributions, studies specifically examining the multicultural attitudes of primary school teachers—particularly the attitudinal dimension necessary for effective multicultural practice—remain scarce in Addis Ababa. Given the city’s unique urban context and concentrated ethnic, linguistic, and religious diversity, this gap is particularly significant. A contextualized understanding of primary school teachers’ multicultural attitudes is essential for identifying existing challenges, informing pre-service and in-service professional development programs, and strengthening the role of education in promoting unity within diversity and sustainable nation-building. Accordingly, this study seeks to address this gap by examining the multicultural attitudes of primary school teachers in Addis Ababa.\u003c/p\u003e \u003cp\u003eGuided by this purpose, the study is structured around the following research questions:\u003c/p\u003e \u003cp\u003e \u003c/p\u003e\u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat attitudes do primary school teachers hold toward the inclusion of multicultural issues in school curriculum experiences?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eHow do primary school teachers perceive their own adequacy in implementing a multicultural education approach, and how do they conceptualize multiculturalism and multicultural education?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eDo teachers’ socio-demographic characteristics (gender, exposure to multicultural coursework or training, teaching experience, language proficiency, and academic qualification) show statistically significant relationships with their multicultural attitudes?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e"},{"header":"Methodology","content":"\u003ch2\u003e2.1. Research Design\u003c/h2\u003e\u003cp\u003eThis study employed an embedded mixed-methods research design. According to Creswell [\u003cspan class=\"CitationRef\"\u003e15\u003c/span\u003e], an embedded mixed-methods design involves the concurrent or sequential collection of quantitative and qualitative data, with one form of data playing a supportive role within a larger methodological framework. In the present study, qualitative data were embedded within a predominantly quantitative design to supplement, contextualize, and enrich the quantitative findings. In terms of priority and sequence, the quantitative strand was accorded greater weight and was implemented first, followed by the qualitative strand, consistent with conventions of the embedded design [\u003cspan class=\"CitationRef\"\u003e12\u003c/span\u003e]. The quantitative component aimed to examine the level and patterns of multicultural attitudes among primary school teachers in Addis Ababa. Subsequently, the qualitative component focused on elaborating and clarifying the quantitative results by exploring teachers’ perspectives and experiences related to multicultural education [\u003cspan class=\"CitationRef\"\u003e17\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThe qualitative data were thus used to provide explanatory depth, cross-validation, and contextual interpretation of the survey findings. By integrating qualitative insights into the analysis and interpretation stages, the embedded design enabled a more comprehensive understanding of teachers’ multicultural attitudes than would have been possible through a single-method approach. This methodological integration strengthened the credibility and interpretive richness of the study’s findings.\u003c/p\u003e\u003ch2\u003e2.2. Study Area Context\u003c/h2\u003e\u003cp\u003eAddis Ababa is the capital city of Ethiopia and serves as the seat of the African Union, making it one of the most significant diplomatic centers in the world, second only to New York City. According to the Addis Ababa Mayor’s Office [\u003cspan class=\"CitationRef\"\u003e3\u003c/span\u003e], the city has an estimated population of approximately 5.46\u0026nbsp;million, with an annual growth rate of 4.46%, and is administratively divided into 11 sub-cities. Addis Ababa is constitutionally designated as a self-administered city, which is accountable to the federal government.\u003c/p\u003e\u003cp\u003eThe city is widely recognized for its demographic diversity, accommodating people from virtually all regions of Ethiopia as well as immigrants from various countries. Significant internal migration continues to shape the city’s social composition, contributing to its characterization as a “microcosm of Ethiopia” [\u003cspan class=\"CitationRef\"\u003e47\u003c/span\u003e]. This diversity is reflected across multiple dimensions, including ethnicity, language, religion, culture, and gender. Demographically, Addis Ababa is a multi-ethnic urban center. Ethnic Amhara constitute the largest group (47%), followed by Oromo (19.5%), Gurage (16.3%), and Tigray (6.2%), with the remaining population comprising Silte, Gamo, and other ethnic groups [\u003cspan class=\"CitationRef\"\u003e47\u003c/span\u003e]. Religiously, Orthodox Christianity and Islam represent the two largest faith groups, alongside other Christian denominations such as Protestant and Seventh-day Adventist communities.\u003c/p\u003e\u003cp\u003eIn the education sector, government primary schools in Addis Ababa use Amharic and Afan Oromo as media of instruction, implemented through separate instructional streams. The city also hosts numerous cultural centers representing different ethnic communities, as well as national museums and public parks that showcase the cultural heritage of Ethiopia’s nations and nationalities. These characteristics make Addis Ababa a particularly relevant and appropriate context for examining multicultural attitudes among primary school teachers.\u003c/p\u003e\u003ch2\u003e2.3. Population and Sample\u003c/h2\u003e\u003cp\u003eThe target population of this study comprised all teachers working in government primary schools in Addis Ababa during the 2023/2024 academic year. At the time of the study, there were 255 government primary schools operating under the Addis Ababa City Administration. Official records from the Addis Ababa Education Bureau indicated a total of 3,575 primary school teachers, of whom 1,946 were male and 1,629 were female.\u003c/p\u003e\u003cp\u003eThe quantitative sample consisted of 381 primary school teachers randomly selected from 77 government primary schools. Schools were selected using a cluster sampling approach based on the city’s administrative structure. Addis Ababa is divided into 11 sub-cities—Addis Ketema, Akaky Kaliti, Arada, Bole, Gullele, Kirkos, Kolfe Keranio, Lideta, Nifas Silk-Lafto, Yeka, and Lemi Kura—which served as cluster units to ensure proportional geographic representation. Within the selected schools, teachers were chosen through simple random sampling to participate in the survey.\u003c/p\u003e\u003cp\u003eTo secure additional qualitative data through semi-structured interviews, one teacher from each school in the eleven sub-cities was selected using purposive sampling from among those who participated in the quantitative phase of the study. In terms of age distribution, two participants were aged 22–25 years, two were aged 26–35 years, three were aged 36–45 years, and four were aged 46–55 years. Regarding professional exposure, six of the qualitative participants reported having no prior coursework or training in multicultural education, while seven indicated proficiency in at least two local languages.\u003c/p\u003e\u003ch2\u003e2.4. Data Gathering Instruments\u003c/h2\u003e\u003cp\u003eTo obtain reliable and valid data addressing the research questions, this study employed two data collection instruments: a teachers’ multicultural attitude questionnaire and a semi-structured interview guide. Both instruments were developed based on the study’s research questions and an extensive review of relevant literature on multicultural education and teacher attitudes.\u003c/p\u003e\u003cp\u003e \u003cb\u003eQuestionnaire\u003c/b\u003e \u003c/p\u003e\u003cp\u003eA structured questionnaire served as the primary instrument for quantitative data collection. The questionnaire comprised two main sections. The first section collected demographic and professional background information, including gender, age, teaching experience, academic qualification, exposure to multicultural coursework or training, and proficiency in languages other than the instructional language. The second section consisted of 20 items designed to measure teachers’ multicultural attitudes toward inclusion of multicultural issues in school curriculum.\u003c/p\u003e\u003cp\u003ePrior to the main data collection, the questionnaire underwent content and construct validity review. To ensure validity, the instrument was evaluated by two instructors from the language department and two experienced researchers specializing in diversity and inclusive education. Based on their feedback, the questionnaire items were revised for clarity, relevance, and alignment with the study objectives. A pilot study was subsequently conducted with 15 primary school teachers who were not included in the main sample. Following the pilot test, internal consistency reliability was assessed using Cronbach’s alpha. The reliability coefficient for the multicultural attitude scale was 0.754, indicating an acceptable level of internal consistency for research purposes.\u003c/p\u003e\u003cp\u003e \u003cb\u003eInterview\u003c/b\u003e \u003c/p\u003e\u003cp\u003eA semi-structured interview guide was developed to collect qualitative data that would complement and contextualize the quantitative findings. The interview questions were formulated in alignment with the research questions and informed by relevant literature [\u003cspan class=\"CitationRef\"\u003e5\u003c/span\u003e, \u003cspan class=\"CitationRef\"\u003e6\u003c/span\u003e, \u003cspan class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan class=\"CitationRef\"\u003e35\u003c/span\u003e, \u003cspan class=\"CitationRef\"\u003e12\u003c/span\u003e]. The literature review ensured that the interview questions were conceptually grounded and analytically relevant.\u003c/p\u003e\u003cp\u003eAn initial interview guide comprising nine questions was drafted and subsequently reviewed by subject-matter experts from Jimma University. Based on their feedback, the interview protocol was refined and reduced to six core questions accompanied by probing questions. This final semi-structured format allowed flexibility for participants to elaborate on their experiences and perceptions while maintaining consistency across interviews.\u003c/p\u003e\u003ch2\u003e2.5. Method of Data Analysis\u003c/h2\u003e\u003cp\u003eData analysis was conducted independently for the quantitative and qualitative phases, with each providing complementary insights in line with the embedded mixed-methods design.\u003c/p\u003e\u003cp\u003eQuantitative data collected through the questionnaire were entered and analyzed using SPSS version 24. The normality of participants’ scores on the multicultural attitude scale was assessed using skewness and kurtosis statistics. The results indicated skewness of − 0.310 and kurtosis of 0.775, suggesting that the data were approximately normally distributed. Given this suitability for parametric analysis, appropriate parametric statistical tests were employed.\u003c/p\u003e\u003cp\u003eIndependent samples \u003cem\u003et\u003c/em\u003e-tests, Pearson correlation, and one-way ANOVA were used to examine relationships between teachers’ characteristics and multicultural attitudes. Post hoc analyses were conducted where statistically significant differences were observed.\u003c/p\u003e\u003cp\u003eQualitative data were analyzed thematically to provide contextualized insights into teachers’ experiences and perceptions of multicultural education [\u003cspan class=\"CitationRef\"\u003e48\u003c/span\u003e]. Interviews were transcribed verbatim, coded iteratively, and categorized into themes aligned with the research questions, following established qualitative analysis procedures [\u003cspan class=\"CitationRef\"\u003e48\u003c/span\u003e].\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe findings of this study indicate that primary school teachers in Addis Ababa generally hold positive attitudes toward the inclusion of multicultural issues in the schooling process. This aligns with previous research conducted in similar contexts, which reported favorable attitudes toward multicultural education among teachers [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eGender was not found to significantly influence multicultural attitudes, consistent with earlier studies [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e]. Other scholars argue that gender alone does not determine cultural competence [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e], although some research suggests women may exhibit greater empathy due to socialization processes [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eTeachers who attended multicultural courses or training demonstrated significantly higher multicultural attitudes, a finding supported by prior studies emphasizing the role of structured training in fostering intercultural competence [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe higher multicultural attitudes observed among younger and less experienced teachers may reflect recent exposure to diversity-related content in teacher education programs. Similar patterns have been reported in previous studies emphasizing generational differences in openness to multicultural perspectives [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eNo significant association was found between academic qualification and multicultural attitudes, suggesting that higher credentials alone do not guarantee multicultural competence, particularly where multicultural content is insufficiently embedded in teacher preparation programs [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e].\u003c/p\u003e"},{"header":"Conclusions","content":"\u003cp\u003eA positive attitude toward cultural diversity is essential in shaping inclusive learning environments, as teachers\u0026rsquo; attitudes strongly influence students\u0026rsquo; perceptions and behaviors [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eBased on the findings, primary school teachers in Addis Ababa demonstrated a moderate but generally positive level of multicultural attitude. Participation in multicultural courses or training emerged as a key predictor of positive attitudes, underscoring the importance of structured professional development programs.\u003c/p\u003e \u003cp\u003eOverall, the study highlights the central role of exposure to multicultural education through coursework, training, and professional experience in shaping teachers\u0026rsquo; attitudes toward diversity. Continuous professional development is therefore recommended to strengthen teachers\u0026rsquo; multicultural competence and promote inclusive education in primary schools.\u003c/p\u003e\n\u003ch3\u003e6. Implications of the Study\u003c/h3\u003e\n\u003cp\u003eThe findings of this study have important implications for policy, teacher education, and school practice. First, the need to enhance teachers\u0026rsquo; multicultural attitudes through continuous in-service professional development is evident. Structured multicultural courses and training were found to significantly improve teachers\u0026rsquo; multicultural competence, indicating that professional development programs should be systematic, ongoing, and prioritized rather than optional or peripheral.\u003c/p\u003e \u003cp\u003eSecond, multicultural education should be embedded as a core component of teacher preparation programs. Current offerings appear limited, and prospective teachers may lack sufficient exposure to the knowledge, skills, and attitudes required to work effectively in diverse classrooms. Teacher education institutions should ensure that teachers are prepared to teach in two or more languages, given Ethiopia\u0026rsquo;s multilingual and multiethnic context, to foster communication and understanding across cultural groups.\u003c/p\u003e \u003cp\u003eThird, the development of positive multicultural attitudes is not a one-time achievement. It requires continuous reinforcement through professional learning opportunities, including short-term workshops, seminars, experience-sharing sessions, and online training programs. Schools and educational authorities should prioritize creating such opportunities, enabling teachers to continually update their knowledge and skills in multicultural education and inclusive pedagogy.\u003c/p\u003e \u003cp\u003eOverall, these initiatives can strengthen teachers\u0026rsquo; ability to implement multicultural education effectively, promote inclusive classroom environments, and contribute to the broader goal of building social cohesion and respect for diversity in Ethiopian schools.\u003c/p\u003e\n\u003ch3\u003e7. Limitation and future directions\u003c/h3\u003e\n\u003cp\u003eThere are limitations of this study that must not be overlooked in the interpretation of the results. First, the study relied up on self-report questionnaire to measure the key variables. Self-report measures are usually exposed to self-serving bias. Therefore, the honesty of the participants is presumed but not ascertained. The second limitation is related to the translation of the instrument used in the study. Translating the English instrument to Amharic language was a bit challenging. The meaning of some words in English were easily understandable than in the local languages, for example, \u003cem\u003estereotype\u003c/em\u003e. Second the interview participants were six which limited the amount of extra information extracted for in-depth analysis. Furthermore, translation of interview transcription into English language could obviously had certain drawbacks on accurate analysis. It would be helpful for future; similar study needs to be conducted to explore and enhance multicultural competence of primary school teachers in different regional states of Ethiopia other than Addis Ababa city. This could shade light to design effective multicultural strategies to be implemented in primary schools to lay foundation for effective nation-building with the concept of unity and diversity aspired by the policy issues. Text book analysis for adequately integrating multicultural issues based on the new Education and Training Roadmap and Ethiopian General Education Curriculum Framework is pressing.\u003c/p\u003e"},{"header":"Declarations","content":" \u003cp\u003e \u003cb\u003eCompeting Interests\u003c/b\u003e The authors declare that they have no competing interests.\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eConsent to Publish\u003c/strong\u003e \u003cp\u003e \u003cb\u003edeclaration\u003c/b\u003e: Not applicable.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eClinical trial number\u003c/strong\u003e \u003cp\u003eNot applicable.\u003c/p\u003e \u003ch2\u003eEthics statement\u003c/h2\u003e \u003cp\u003e The study received ethical approval from the Jimma University Institutional Research Review Committee. It was conducted in accordance with the ethical guidelines outlined in the University\u0026rsquo;s ethics statement. The research protocol was approved by the Jimma University Institutional Research Review Committee in compliance with the regulations governing studies involving human participants, as specified by the Ethics Committee of Jimma University and consistent with the principles of the 1964 Helsinki Declaration and its later amendments.\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eDeclarations Ethical Approval\u003c/strong\u003e \u003cp\u003e This study was conducted in accordance with the ethical standards of Jimma University institutional Research Review committee standard and with the 1964 Helsinki Declaration and its later amendments. Ethical approval was obtained from the Jimma University Institutional Review Board Approval No. 113/23, Date November 20, 2023.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eConsent to Participate\u003c/strong\u003e \u003cp\u003e Informed consent was obtained from all individual participants included in the study. Participation was voluntary, and participants could withdraw at any time without penalty.\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eConsent to Publish\u003c/strong\u003e \u003cp\u003eAll participants provided consent for publication of anonymized data and findings from this study.\u003c/p\u003e \u003ch2\u003eFunding\u003c/h2\u003e \u003cp\u003eNot applicable.\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eFirew solely prepared the manuscript, Dr. Tariku and Dr. Wudu closely guide and frame the manuscript for further enrichment.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eThe datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAbdullah AC. Multicultural education in early childhood: Issues and challenges. 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(2016). \u003cem\u003eQualitative research methods in education\u003c/em\u003e (5th ed.). Se\u0026ccedil;kin.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eZelalem T. Integration of multicultural content into Ethiopian primary school curriculum. Ethiop J Educ. 2010;30(2):65\u0026ndash;86.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"multicultural attitudes, multicultural education, teacher education, primary school teachers","lastPublishedDoi":"10.21203/rs.3.rs-8711890/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8711890/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study examined primary school teachers\u0026rsquo; attitudes toward integrating multicultural issues into curriculum experiences in Addis Ababa, Ethiopia. Teachers\u0026rsquo; multicultural attitudes were conceptualized as their beliefs, perceptions, and affective orientations toward cultural diversity in increasingly heterogeneous school contexts. An embedded mixed-methods design was employed, integrating quantitative survey data with qualitative interview evidence. Quantitative data were collected from 342 primary school teachers, complemented by in-depth interviews with six purposively selected participants to contextualize the survey findings. The quantitative results indicated that teachers demonstrated a moderate but generally positive orientation toward multicultural education and learner diversity. Inferential analyses revealed no statistically significant differences in multicultural attitudes by gender. However, teachers who had completed prior coursework or professional training in multicultural education reported significantly higher attitude scores than those without such exposure. One-way ANOVA results further showed that younger and less experienced teachers exhibited significantly stronger multicultural attitudes than older and more experienced teachers. Additionally, proficiency in languages other than the instructional language was positively associated with multicultural attitudes, whereas academic qualification showed no significant relationship. The qualitative findings supported the survey results and highlighted teachers\u0026rsquo; strong interest in professional development to enhance multicultural competence. Overall, the findings underscore the importance of targeted pre-service preparation and continuous professional development in strengthening teachers\u0026rsquo; readiness to implement multicultural education. The study offers important implications for teacher education programs, in-service training, and policy initiatives aimed at promoting inclusive and culturally responsive schooling in diverse educational contexts.\u003c/p\u003e","manuscriptTitle":"Examining Multicultural Attitudes of Primary School Teachers in Addis Ababa","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-03-11 09:27:02","doi":"10.21203/rs.3.rs-8711890/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-04-14T05:01:43+00:00","index":"","fulltext":""},{"type":"reviewerAgreed","content":"169984226304985897746222547223906635417","date":"2026-04-03T07:41:14+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-03-20T08:50:55+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"46482043362159328583476946146844095245","date":"2026-03-20T07:05:50+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-03-06T10:14:24+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"89227890284105093534777931388787957954","date":"2026-03-06T09:05:58+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2026-03-06T07:27:14+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2026-02-16T17:56:57+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2026-02-16T10:29:33+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2026-02-13T13:14:02+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Education","date":"2026-02-13T13:09:51+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"35f50533-4440-44a9-864f-c444f5c983a1","owner":[],"postedDate":"March 11th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-04-27T12:25:21+00:00","versionOfRecord":[],"versionCreatedAt":"2026-03-11 09:27:02","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8711890","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8711890","identity":"rs-8711890","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}