Toward a deep change: What factors influence teachers' implementation of multicultural curricula?

This study examined what factors influence South Korean elementary teachers' implementation of multicultural curricula at both surface and deep levels. By analyzing survey data from 398 teachers, we found that the means of teachers' multicultural curriculum implementation were not high at either the surface or deep levels, although the mean surface implementation was higher than the mean deep implementation. We also found that the teachers' surface implementation was facilitated by their beliefs in relational literacy and multicultural efficacy, whereas their deep implementation was facilitated by their beliefs in critical literacy, multicultural efficacy, and inquiry-based learning experience. The discussion highlights that efforts to help teachers engage in deep implementation of these curricula need to focus on internal factors.