The Mediating Effect of Cultural Identity between the Relationship of Intercultural Sensitivity and Cultural Competence of Elementary Teachers

Abstract

This study aims to determine the mediating effect of cultural identity on the relationship between intercultural sensitivity and cultural competence among elementary teachers in the Kapalong West District. It employed a quantitative, non-experimental research design using a descriptive-correlational technique and mediation analysis. Data were collected from 136 elementary teachers through total enumeration, utilizing adapted survey questionnaires. Statistical tools used included mean, Pearson’s r, and Structural Equation Modeling (SEM) with mediation analysis at a 0.05 significance level. Results revealed high levels of intercultural sensitivity, cultural identity, and cultural competence among teachers. Significant relationships were found between intercultural sensitivity and cultural identity, cultural identity and cultural competence, and intercultural sensitivity and cultural competence. Mediation analysis further revealed that cultural identity partially mediates the relationship between intercultural sensitivity and cultural competence. This suggests that teachers with a well-developed cultural identity are more likely to demonstrate greater intercultural sensitivity and cultural competence, enabling them to engage more effectively with students from diverse backgrounds