Multicultural attitudes and beliefs among early education teachers: A comparative study of Poland and Iceland

Research objectives (aims) and problem(s): The article presents the results of a study conducted in Poland and Iceland. Its aim was to compare the attitudes of early childhood education teachers toward multiculturalism. It also sought to examine the relationship between sociocultural factors and the respondents’ multicultural attitudes. Research methods: A total of 112 early childhood education teachers took part in the study: 53 from Poland and 59 from Iceland. The research was quantitative and used the diagnostic survey method. Data were collected using the International Intercultural Attitudes Scale (MASQUE). Process of argumentation: This research is valuable because it provides educational managers with knowledge necessary for designing schools that are open to multiculturalism. Moreover, as Byram (2021) suggests, such studies motivate teachers to reflect on their own values and cultural biases, which may influence the quality and effectiveness of multicultural education. Research findings and their impact on the development of educational sciences: The results showed that teachers from Iceland demonstrated stronger intercultural sensitivity in terms of knowledge, action, and overall attitude index compared to teachers from Poland. Conclusions and/or recommendations: In a multicultural world, it is essential to develop an open identity, especially as a teacher who acts as a role model of openness to multiculturalism for their students. Teachers with greater openness to cultural diversity are significantly more involved in culturally responsive teaching and intercultural education, which translates into the educational engagement of minority students.