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All Journal DINAMIKA ILMU: Jurnal Pendidikan Journal of Educational Technology and Instruction
Zenki-Dalipi, Arbresha
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Religion Humanities Education Social Sciences

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An Investigation into Teachers’ Attitudes to Religious Education in North Macedonia Primary Schools Adili, Bujar; Ameti, Makfirete; Zenki-Dalipi, Arbresha
Dinamika Ilmu Vol 23 No 2 (2023): Dinamika Ilmu, 23(2), December 2023
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v23i2.7302

Abstract

Religious Education (RE) in North Macedonia holds a significant place in the country's diverse educational landscape, reflecting the coexistence of various faiths within this Balkan nation. This paper aims to investigate teachers’ attitudes toward the impact of Religious Education on students’ behavior, knowledge, and attitudes, considering factors like gender and school type. The study involved 217 primary school teachers from multiethnic regions in North Macedonia. The Teachers' Attitude Questionnaire (TAQ) was employed for data collection. The findings provide insights into teachers' perspectives on the effects of RE. Overall, teachers express positive attitudes towards RE, with a notable percentage acknowledging its positive influence on students’ attitudes towards various aspects of diversity. However, there is variability in opinions regarding its impact on students’ sense of responsibility and behavior. Teachers also diverge in their views on its role in moral development and tolerance promotion. Regarding demographic factors, there is no statistically significant difference in teachers’ attitudes based on gender. However, teachers in multicultural schools exhibit notably more positive attitudes compared to their counterparts in monocultural schools, suggesting that school environment and diversity play a role in shaping perceptions of Religious Education.
Teachers’ Attitudes Towards Desirable Intercultural Competences Necessary for Working in Multicultural Classrooms Adili, Bujar; Ameti, Makfirete; Zenki-Dalipi, Arbresha
Journal of Educational Technology and Instruction Vol. 2 No. 2 (2023): Journal of Educational Technology and Instruction
Publisher : Tauladan Fathimah Azzahra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70290/jeti.v2i2.74

Abstract

Teachers’ intercultural competence is a key factor in the consistent implementation of intercultural principles in teaching practice. The study conducted among primary school teachers in North Macedonia aimed to examine the effect of sociocultural factors on the perception of desirable intercultural competencies for working in multicultural classrooms. 217 primary school teachers from multiethnic regions in North Macedonia participated in the study. The Scale for Assessing Desirable Intercultural Competences (SADIC) was used to collect data. Descriptive statistical procedures were employed in data processing to determine descriptive characteristics, and the comparison of respondents’ attitudes was conducted using the t-test and ANOVA. Additionally, a post hoc test (Scheffe’s test) was performed to determine the significance of the differences. The results showed a significant effect of sociocultural factors on the perception of desirable intercultural competencies. These perceptions range from teamwork skills to motivation for continuous learning and education, non-violent conflict resolution skills, a critical approach to societal events, openness to different cultures, and the ability to see problems from the perspective of culturally different students. This research forms a potential basis for considering the approach to designing a school that is open to diversity. 
Co-Authors Adili, Bujar Ameti, Makfirete