A Mixed Methods Study on the Multicultural Self-Awareness of Teachers in an English Class: Language Teaching in Focus

This research examines the multicultural self-perception of teachers in English subjects in DepEd schools in Davao del Norte, filling in gaps in culturally responsive instruction in the Philippine context. Using a mixed-methods methodology with a convergent parallel design, this study combines quantitative and qualitative data to generate an integrated understanding of teachers' multicultural awareness. The quantitative phase covered 100 teachers through complete enumeration, and the qualitative phase had 14 educators chosen on the basis of data saturation, providing richly textured insights into lived experience. A standardized questionnaire and a researcher-developed interview guide, both pre-tested with expert panels, provided methodological rigor and reliability in data collection. The qualitative analysis resulted in three major themes that encapsulate teachers' lived experiences in fostering multicultural self-awareness. (1) Student-Centered Multilingual Learning Approach, (2) Inclusive Learning Through Cultural Awareness, and (3) Empowering Reflection in Student-Centered Learning. These findings emphasize the importance of continuous professional development and culturally responsive pedagogy in enhancing teachers' multicultural self-awareness. This study adds to the literature on intercultural competence (Byram, 1997) and recommends organized teacher education programs and policy improvements in Philippine education. Limitations are sample size and response bias. Future studies need to investigate longitudinal designs to measure long-term impacts on teacher self-awareness in multicultural educational contexts.