Challenges teachers face in the multicultural primary classroom

Abstract

This study aimed to identify and explore the various multicultural challenges teachers face in different primary state schools. This investigation was based on teachers’ experiences in ten different primary schools from the northern, central and southern regions of Malta. The choice of schools was characterized by the fact that in these areas there is a larger concentration of non-national students. The required data was collected by means of questionnaires to teachers. The findings contributed in the formulation of a set of conclusions and proposals to address multi-ethnic issues in schools. The primary aim was to suggest practical recommendations that can be put into practice and sustained by our educational system and schools in order to improve the present situation. Results indicated that the majority of Maltese teachers are finding it hard and difficult to cope in a multicultural classroom. They experienced academic, behaviour, communication and cultural challenges, which effect negatively the teachers’ skills, attitudes and competences as well as the learning process of both national and non-national students.