Development of Multicultural Education Competency Diagnostic Tool for Secondary School Teachers

The purpose of this study was to identify the factors that constitute multicultural education competency required for secondary school teachers, develop a diagnostic tool based on these components, and verify its validity. To achieve this, a preliminary competency model was derived by identifying the components of multicultural education competency through a comprehensive literature review and conducting two rounds of Delphi surveys. The draft model was then validated through a survey administered to secondary school teachers in Daegu and Gyeongbuk. The collected data was analyzed using SPSS 29.0 and AMOS 26.0. The results indicated that the final competency model and diagnostic tool comprised 3 competency groups, 7 competencies, and 30 behavioral indicators. The multicultural education competency model and diagnostic tool developed in this study offer secondary school teachers an opportunity to assess their competency levels and provide practical support to identify and strengthen the competencies they need.