Vilma M. Dela Cruz and Regina P. Galigao (Authors)
Abstract
Multicultural schools have become pivotal in modern education systems, fostering interaction among teachers and learners from diverse cultural backgrounds. However, socio-cultural factors such as values, beliefs, and practices, rooted in specific cultural contexts, influence these interactions. This study aimed to examine the influence of culturally established norms on teacher-student interactions in multicultural educational settings, emphasizing communication expectations, conduct, and perspectives. Through data mining, the study examined large datasets to reveal various relationships, patterns, and possibilities on how sociocultural norms affect the student’s teacher relationships in multicultural schools. The findings revealed the significance of recognizing and incorporating cultural values into educational practices that foster multiculturalism while maintaining positive relationships between teachers and learners. Nonetheless, students who closely follow their home cultural customs frequently find it challenging to understand classroom expectations, leading to reduced involvement. The study concluded that cultural beliefs and practices greatly influence interactions between teachers and students, highlighting the importance of culturally responsive educational settings. The study recommends enhancing cultural awareness, encouraging multicultural education, and accepting diversity. These actions are crucial for fostering positive relationships between teachers and students, enhancing equity, and guaranteeing effective learning in varied classrooms.
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Keywords: Socio-cultural norms, Student-teacher relationships, Multicultural education, Educational inclusivity, Cultural sensitivity, Diversity in education, Classroom interaction patterns, Cultural beliefs in teaching, School inclusion practices