Exploring the Impact of School Climate and Environmental Awareness on Cultural Competence

Abstract

Purpose: This study aims to examine the predictive power of school climate and environmental awareness on cultural competence within educational institutions. Methodology: Employing a cross-sectional design, this research engaged 320 participants from a variety of educational backgrounds through stratified sampling. Data were collected using the Multicultural Awareness, Knowledge, and Skills Survey (MAKSS) for cultural competence, the School Climate Survey (SCS), and the Environmental Awareness Scale (EAS). Linear regression analysis was conducted using SPSS version 27 to explore the relationships between school climate, environmental awareness, and cultural competence. Findings: The results reveal significant predictive relationships, with school climate (β=0.31, p<0.01) and environmental awareness (β=0.27, p<0.01) both significantly contributing to cultural competence. These variables together explained 37% (R²=0.37, Adjusted R²=0.33) of the variance in cultural competence, indicating a strong relationship between the quality of the school environment, awareness of environmental issues, and the ability to interact effectively with diverse cultures. Conclusion: The study underscores the importance of nurturing a positive school climate and enhancing environmental awareness as strategic approaches to improve cultural competence in educational settings. These findings suggest that interventions aimed at improving the school environment and fostering environmental consciousness can significantly enhance the cultural competence of students and educators alike, contributing to a more inclusive and understanding educational community.