Exploring the components of multicultural competence among pre-service teacher students in Thailand: an approach utilizing confirmatory factor analysis

Bovornpot Choompunuch ^[1] ; Khanika Kamdee ^[1] ; Prakittiya Taksino ^[1]
1. [1] Khon Kaen University
  
  Khon Kaen University
  
  Tailandia
Localización: EJIHPE: European Journal of Investigation in Health, Psychology and Education, ISSN 2174-8144, ISSN-e 2254-9625, Vol. 14, Nº. 9, 2024, págs. 2476-2490
Idioma: inglés
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Resumen
- The aim of this study is to examine the components of multicultural competence among preservice teacher students in Thailand and to develop and assess the reliability of a model of multicultural competence for pre-service teacher students in Thailand. Multistage stratified random sampling was utilized to recruit 600 pre-service teacher students from undergraduate education programs at the Faculty of Education in Thailand. Data were collected through self-report questionnaires. The data analysis employed descriptive statistics and second-order confirmatory factor analysis (CFA). The findings indicate that multicultural competence among pre-service teacher students comprises three components: cultural awareness, cultural knowledge, and personal skills. Furthermore, this study identified that the model of multicultural competence among pre-service teacher students demonstrated good fit indices for the modified model (χ 2 = 30.902, df = 21, p-value = 0.0753, χ 2/df = 1.472;
  
  root mean square error of approximation (RMSEA) = 0.028; standardized root means square residual (SRMR) = 0.013; Tucker–Lewis index (TLI) = 0.996; comparative fit index (CFI) = 0.999). Based on these findings, effective teaching in diverse environments necessitates a thorough understanding of multicultural competence.