Multicultural teaching competence among preservice teachers in Ghana: the role of critical self-reflection, religious inclusivity, and teaching self-efficacy

This study investigated the multicultural teaching competence (MTC) of preservice teachers and the predictors of their competence. It ultimately investigated how preservice teachers' sense of efficacy (TSE), critical self-reflection (CSR), and religious inclusivity (RI) predicted their MTC. Through a cross-sectional research design, data were drawn from 146 preservice religious and moral education and Ghanaian language and cultural education preservice teachers in a Ghanaian university. Descriptive statistics and partial least squares structural equation modelling analysis were employed. The descriptive results indicate that preservice teachers possess a moderate level of MTC, RI, TSE, and CSR. The structural equation modelling results revealed that RI, TSE, and CSR have a significant positive influence on teachers' MTC. Further analysis showed that RI significantly mediates the influence of CSR on the MTC of preservice teachers. Self-efficacy was also found to mediate the relationship between CSR and MTC. Based on these statistical insights, constructive recommendations to improve educational policy and practice have been offered for consideration.