Examining the intercultural competence of early-childhood teachers

Soonhwan Kim, Kyoryoung Kim, Yunha Hwang

Research output: Contribution to journalArticlepeer-review


This study examined the intercultural competence and related characteristics of early childhood teachers. Significant positive correlations were found among attitudes, knowledge/awareness, and skills (sub-elements of intercultural competence); attitudes showed the highest score while skills showed the lowest score. Intercultural competence and its sub-elements were all slightly above average. There were differences in intercultural competency, attitude, perception, and knowledge according to teachers’ educational levels. The multicultural experiences of teachers in Korea are significantly related to their intercultural competence and its sub-elements. These results suggest that we should continue developing training programs and learning communities wherein teachers can experience various cultures and nurture intercultural competency.

Original languageEnglish
JournalEuropean Early Childhood Education Research Journal
StateAccepted/In press - 2022

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© 2022 EECERA.


  • Intercultural education
  • early childhood education
  • early childhood education in Korea
  • early-childhood teachers
  • intercultural competence
  • multiculturality


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