The Impact of Cultivation Index and Teacher Characteristics on Global Competence Teaching in Primary Schools: The Israeli Case

Abstract

This study investigates the relationship between the cultivation index, teacher characteristics, and the implementation of global competence skills in elementary schools in Be'er Sheba, Israel. The sample included 156 teachers from public elementary schools in Be'er Sheba. We collected data via an online questionnaire assessing global competence across four dimensions: examination of global and cultural issues, understanding diverse perspectives, effective cross-cultural communication, and collective action. Statistical analyses included Spearman correlation and factor analysis.

Our study revealed a weak positive correlation between the cultivation index and aspects of global competence, such as critical thinking and understanding diverse perspectives. Teacher seniority showed a negative correlation with global competence, while professional development demonstrated a strong positive correlation. The study found a significant link between diverse teaching approaches and higher global competence.

The findings emphasize the significance of professional development and diverse teaching approaches in fostering global competence, particularly in socioeconomically disadvantaged schools. Furthermore, the study highlights the need for targeted teacher training and resource allocation to promote global education and prepare students for 21st-century challenges. These results have important implications for educational policy, suggesting that investing in continuous teacher professional development and promoting pedagogical diversity can effectively bridge achievement gaps in disadvantaged schools.