Empowering diversity: examining teachers’ effectiveness in multicultural classrooms

Inclusive education has become a new global agenda in educational reform since Salamanca Statement in 1994. However, inclusion in education cannot be realized unless inclusive education teachers enable them to implement inclusive teaching strategies to meet all students’ diverse needs. This study aims to analyze the pupil perspectives of inclusive teaching strategies in Chinese regular primary schools by designing a questionnaire. The questionnaire is developed and validated with satisfactory reliability and validity to collect quantitative data from the 730 students of three regular primary schools in Shenzhen City, one of the largest cities in China. The literature has summarized three dimensions regarding inclusive teaching strategies: ‘values and attitudes,’ ‘management and environment,’ and ‘teaching and instruction’. The results show that these regular primary schools have inclusive values, and students have positive attitudes toward inclusive teaching strategies. Students think that sample schools have inclusive school management and environment concerning inclusive teaching strategies, and some inclusive teaching strategies are used, but others are not so often used in their classrooms. The findings are discussed, and implications for policy and research are presented.

The research, prepared for the Multicultural Classrooms: Inclusive Learning and Teaching in Higher Education Erasmus+ project, endeavours to assess the current state of multicultural classrooms in Europe through interviews conducted with lecturers and students at partner universities (Türkiye, Belgium, Romania, Bulgaria, Czech Republic, and Spain). The research evaluates instructional systems designed to equip faculty members with the competence to manage heterogeneous and culturally diverse classroom environments. Additionally, the report seeks to identify avenues for embedding multiculturalism within European higher education. The methodological approach involves a literature review on multicultural classrooms, and the report accentuates the need to extend discussions on multicultural classrooms to the higher education context. The report presents findings from interviews with international students and teaching staff, summarising emergent themes derived from content analysis. These findings aim to enhance comprehension of multicultural classrooms in Europe and inform strategies to promote diversity and multiculturalism in European higher education institutions. The report underscores shared themes and fundamental aspects of higher education internationalisation within multicultural classrooms. The importance of language proficiency in English as a determinant of successful internationalisation is consistently recognised. Cultural diversity is celebrated as a valued ethos across all countries, with exposure to diverse cultures and perspectives deemed intrinsic to studying abroad. Institutional support for international students is highlighted, emphasising the need for robust orientation programs and support mechanisms. Challenges tied to cultural differences and language barriers are acknowledged universally, underscoring the significance of fostering cultural sensitivity and intercultural communication skills. Inclusive academic environments for international students are prioritised, where lecturers strive to establish settings fostering open dialogues and intercultural competence. The report emphasises the significance of training and professional development for lecturers in multicultural classrooms, including recommendations for observation periods abroad and exchange programs to promote inclusive practices. Based on an exhaustive analysis of national reports, the international report culminates in a compilation of recommended training courses crucial for enhancing the effectiveness of multicultural classrooms. Collectively, these findings underline a shared commitment to inclusive and supportive environments for international students across the featured countries. The insights gleaned hold value in shaping higher education internationalisation within and beyond Europe, acknowledging the significance of global interconnectedness and diversity in contemporary education.

Deaf and hard-hearing children that goes to inclusive school often find difficulties in adjusting themselves in inclusive school environment. this several factors are affecting this condition including psychosocial, communication, and behavioral factors that they get from the school environment. Communication of anxiety and uncertainty reduction is the early stage of how deaf and hard hearing children can adapt themselves in inclusive school environment. the aim of this research is to understand the narrative of deaf and hard-hearing children of their selfadjustment in inclusive school through their strategy of anxiety and uncertainty reduction. The type of this research is qualitative research. this research analyze and interpret some written text about deaf and hard-hearing children’s experience of adjustment in inclusive school. this research is using Mishler’s narrative analysis. Result of this research shows different narratives of deaf and hard-hearing children’s self adjustment in inclusive school. those narratives are complete withdrawal from school environment, passive observation and only focusing on school subjects. only close with their deaf and hardhearing friendsa, finding close friends that diesnt require any special needs, and the last one which is getting external support from teachers and friends in the inclusive school environment. moreover, they use passive and interactive technique in information-seeking to reduce their uncertainty. they are most likely use multiple modal of communication and highly dependent on the usage of social media as tools to seek information and communicate. in addition, the role of social support from their close relatives is highly affecting their initiatives in reducing anxiety and uncertainty that they experience based on the results, researcher suggests that people that involves in inclusive school settings including parents, teachers, and friends to always support and help children with deaf and hearing-impaired condition physically and psychologically to adapt in inclusive school environments. without significant support and help, initiatives of reducing anxiety and uncertainty will not be effective thus can worsen their self adjustment in inclusive school.Keywords : Deaf and Hard-hearing children, uncertainty and anxiety reduction communication, self adjustment

This study explores the lived experiences of English Language Teachers in Nepal’s rural, multilingual, and multicultural contexts, focusing on the Darchula district. Adopting a hermeneutic phenomenological approach, the research examines how four secondary-level ELT teachers navigate the pedagogical complexities of multilingual classrooms. Data were collected through semi-structured interviews and classroom observations, and interpreted using thematic analysis. The study is informed by Translanguaging Theory and Vygotsky’s sociocultural perspective, highlighting how teachers draw on students’ linguistic and cultural backgrounds to support learning. t i Findings indicate that multilingual classrooms foster met linguistic awareness, empathy, and cultural sensitivity, enabling teachers to develop adaptive and inclusive teaching strategies. Translanguaging emerged as a key practice to bridge linguistic gaps, enhance participation, and deepen comprehension. Culturally responsive teaching also played a vital role in affirming students’ identities and creating equitable learning spaces. Despite these strengths, teachers reported challenges, including insufficient training in multilingual pedagogies, limited institutional support, language hierarchies, and resource constraints. Participants emphasized the need for professional development that is contextually relevant and addresses both the pedagogical and emotional demands of teaching in diverse settings. This study calls for the integration of multilingual awareness, translanguaging practices, and cultural competence into teacher education in Nepal. By foregrounding rural teachers’ voices, it contributes to the broader discourse on equitable and inclusive language education and offers insights for policy and professional development aimed at enhancing teaching practices in linguistically complex classrooms.

<p><span>In South Africa, many learners with autism spectrum disorder (ASD) attend mainstream and private schools. This study explores the influence of executive function (EF) challenges experienced by one learner with ASD on his behavioural adaptation in an inclusive school environment. An interpretive case study approach was followed to help understand one unique ASD learner and explain the complexity of the behavioural adaptation challenges that he was experiencing. Observations and an interview were used as data collection methods. During data analysis, themes were identified within each section of the transcript. The processes of coding and categorising were employed to find connections and similarities between all the data collected. The results indicate that Learner T experienced EF challenges. Without acquiring and implementing appropriate EF skills, he found it difficult to exhibit appropriate social behaviour in the inclusive learning environment. The study attempts to debunk misconceptions people may have regarding the behavioural adaptability of ASD learners in an inclusive school environment.</span></p>

This study examines the intercultural competence of Greek primary school teachers and early childhood educators enrolled in the Joint Master’s Program Intercultural Education & Mediation at the University of Patras. Using the Intercultural Development Inventory (IDI), the study assessed both perceived and developmental orientations of intercultural competence. The results reveal a significant gap between teachers’ self-assessed and actual competence, with most participants positioned in a minimization orientation—emphasizing commonalities while overlooking the educational value of cultural differences. Such an orientation limits teachers’ ability to fully engage with diversity, often resulting in superficial approaches to multicultural classrooms. The findings underscore the urgent need for systematic professional development in intercultural competence, diversity education, and critical self-reflection. Within this framework, the practicum of the Master’s program emerges as a key mechanism for transformation: through immersive experiences in schools, NGOs, and community organizations, coupled with structured reflective practices, teachers confront real intercultural challenges and develop adaptability, empathy, and resilience. By bridging theory with practice, the practicum fosters meaningful growth in intercultural mindset, enabling educators to acknowledge their biases, embrace cultural diversity as an asset, and design inclusive learning environments. Overall, the study contributes to the literature on intercultural competence and teacher education, offering insights into the challenges Greek educators face and the role of practicum-based learning in fostering culturally responsive teaching.

The performing arts are vital for cultural expression, preservation, and education, particularly within indigenous communities. For Blaan learners, incorporating performing arts in their education is essential in promoting cultural awareness while enhancing cognitive, psychomotor, and affective skills. This study explored the relationship between the implementation of performing and non-performing arts, cultural awareness, and competence levels among Blaan learners. Using a descriptive-correlational research design, it assessed the extent of implementation of these arts disciplines and their impact on learners' cultural awareness and competencies. The Pearson-r correlation method was applied to analyze relationships among variables. Findings indicated that both performing and non-performing arts were moderately implemented. Blaan learners demonstrated a high level of cultural awareness, especially in areas like Music, Dance, Theater Arts, and Film. For Cognitive Domain, the pretest results were classified as Did Not Meet Expectations, whereas the posttest scores of Blaan learners improved to Fairly Satisfactory. However, findings revealed that the difference is not statistically significant. This suggests that the Special Program in the Arts did not produce a meaningful cognitive improvement in cultural competence over the period assessed. The implementation of culture-based discipline does not have a significant relationship with the cultural awareness and competence of Blaan learners across the cognitive, psychomotor, and affective domains. These results imply that while culture-based discipline is an integral aspect of educational programs, its isolated implementation may not directly influence learners’ cultural awareness and competence. This highlights the need for a more comprehensive and multifaceted approach to address the diverse dimensions of cultural competence effectively. The study concludes that performing arts do not significantly foster cultural awareness and competence among Blaan learners. It recommends that schools reinforce performing arts programs, incorporate structured learning strategies to support skills development, collaborate with cultural leaders to ensure authentic learning, and formulate policies that promote indigenous arts education. By addressing these aspects, educators and policymakers can cultivate a culturally inclusive and skill-focused educational environment for Blaan learners.

Teachers’ intercultural competence is a key factor in the consistent implementation of intercultural principles in teaching practice. The study conducted among primary school teachers in North Macedonia aimed to examine the effect of sociocultural factors on the perception of desirable intercultural competencies for working in multicultural classrooms. 217 primary school teachers from multiethnic regions in North Macedonia participated in the study. The Scale for Assessing Desirable Intercultural Competences (SADIC) was used to collect data. Descriptive statistical procedures were employed in data processing to determine descriptive characteristics, and the comparison of respondents’ attitudes was conducted using the t-test and ANOVA. Additionally, a post hoc test (Scheffe’s test) was performed to determine the significance of the differences. The results showed a significant effect of sociocultural factors on the perception of desirable intercultural competencies. These perceptions range from teamwork skills to motivation for continuous learning and education, non-violent conflict resolution skills, a critical approach to societal events, openness to different cultures, and the ability to see problems from the perspective of culturally different students. This research forms a potential basis for considering the approach to designing a school that is open to diversity.

Nigeria is a nation of several unique ethnic nationalities with diverse cultures. Cultural diversity has been identified as one of the factors responsible for growing civil unrest, insecurity and hate speeches in different parts of Nigeria. Multiculturalism is a common experience in several Nigerian states and the Nigerian education system. Efforts to inculcate intercultural competence among the members of the numerous ethnic groups and cultural identities in the country have been in form of legislation, convocation of national conferences and certain ‘political concessions’ to different ethnic groups. In spite of these efforts, very little has been achieved. The concern of this study is to discuss how education, through the tool of literature-in-English, can be engaged to teach intercultural communicative competence in multicultural classrooms. Recommendations were made on how to use literature-in-English to facilitate cross-cultural competence in Nigeria.

The background to this research is that ADHD (Attetention Defic Hyperactifity Disorder) children are very dependent on their environment, because they have difficulty focusing and are hyperactive. This will relate to the social and achievement of ADHD children. The aim of this research is to explain the influence of an inclusive school environment on the learning achievement of ADHD children in third grade of elementary school. The method used in this research is descriptive qualitative, which allows researchers to clearly explain social reality through observations and interviews at the research site. A qualitative approach is useful for explaining the influence of an inclusive school environment on the achievement of ADHD children in third grade of elementary school. Qualitative research is an inquiry strategy that plays a role in searching for meaning, understanding, concepts, characteristics, symptoms, symbols and descriptions of an event; focused and multimethod, natural and holistic; prioritizes quality, uses several methods, and is presented narratively. An inclusive school environment has an important role in forming social relationships between students who have obstacles and those who do not have obstacles, so that educational goals can be realized optimally. All school members must be able to carry out their respective obligations, as well as students who have obstacles.

This study investigates the use of generative AI tools to create culturally inclusive case studies in postgraduate project management education, addressing a critical gap in existing research. While prior literature highlights the benefits of culturally responsive teaching (CRT) practices, there is notable lack of exploration into how generative AI can be leveraged to develop culturally relevant learning materials. Using an interpretivist philosophy and action research methodology, the study engaged eight international students to evaluate the effectiveness of AI-generated case studies tailored to diverse cultural contexts. The major contribution of this study is the development of a structured framework of strategies and considerations that guides educators in designing culturally inclusive materials using generative AI tools. The inclusion of clearly defined strategies provides educators with practical guidance, while the accompanying considerations act as essential safeguards, encouraging critical reflection on potential risks such as bias, stereotyping, and ethical misuse. The findings hold significant implications for educational practice, emphasising the ethical use of AI, targeted professional development for educators, and the potential for scalable, inclusive teaching strategies that enhance student engagement, equity, and learning outcomes in multicultural classrooms.

You have accessThe ASHA LeaderFeature1 Apr 2003Serving Clients Who Use Sign Language Susanne Scott, and James H. Lee Susanne Scott Google Scholar More articles by this author and James H. Lee Google Scholar More articles by this author https://doi.org/10.1044/leader.FTR1.08062003.6 SectionsAbout ToolsAdd to favorites ShareFacebookTwitterLinked In Many speech-language and hearing professionals now encounter clients who use sign languages as their primary mode of communication. Can these professionals serve these clients, or do they need to get interpreters or make referrals? ASHA is committed to meeting the needs of culturally and linguistically diverse populations. All too often “linguistically diverse” is assumed to refer to users of spoken languages other than English. However, individuals who use a signed language, whether American Sign Language (ASL) or some other sign system, are also linguistically diverse. It is difficult, if not impossible, to determine how many people in the United States use some form of sign language to communicate. It might be easier to try to determine the number of signing individuals that are seen in hearing and speech centers and in educational placements throughout the United States. In keeping with ASHA’s vision, it is important to ensure that there are an adequate number of speech-language and hearing professionals to serve this population. Although it may be necessary to use interpreters in some situations or locales or to make referrals to larger urban areas, programs, clinics, and schools throughout the country should be striving to better and more directly serve clients who use sign. The Population Clients who use a sign language/system are a very diverse population. Not only do these individuals differ in age, gender, race, ethnicity, national origin, religion, sexual orientation, and socio-economic status, but also in the sign language/system that they use. Often the sign language/system used is determined by the individual’s identity or, in the case of a child, the educational placement. An individual who identifies as a member of the deaf community/culture in the United States will most likely use American Sign Language. Individuals who depend on their residual hearing and identify as hard of hearing or hearing impaired, will most likely use an invented sign system (i.e., SEE II, Signed English) or more English-based sign. Children who are deaf or hard of hearing may use ASL, a sign system, or English-based sign as determined by the school’s educational/communication philosophy (see sidebar for definitions). Cultural and Linguistic Competence Cultural and linguistic competence can enhance clinical practice by: increasing the bond/relationship between the clinician and the client and the client’s significant others demonstrating respect and sensitivity enhancing service provision facilitating achievement of goals and carryover/generalization of skills And, importantly, it’s the right thing to do! The National Center for Cultural Competence ( www.georgetown.edu/ research/gucdc/ nccc/faqs.html) has identified six overarching reasons why cultural competence is important to health care providers. In brief, they are: 1. To respond to current and projected demographic changes in the United States 2. To eliminate long-standing disparities in the health status of people of diverse racial, ethnic, and cultural backgrounds 3. To improve the quality of services and health outcomes 4. To meet legislative, regulatory, and accreditation mandates 5. To gain a competitive edge in the market place 6. To decrease the likelihood of liability/malpractice claims Strategies Clinicians who are able to sign should apply the following strategies in order to meet the communication needs of their clients: Respect the communication mode of your clients. The clinician should try to match the client’s mode of communication. Be willing to admit when you do not understand. Try not to “bluff” or use a passive behavior. Speech-language-hearing professionals should model appropriate communication strategies such as confirmation and repair strategies when the clinician is not able to understand the client’s signs. Use facial expressions and body movements with signs. Facial expressions and body movements are fundamental features of ASL. In spoken English, speakers often signal a question by using a rising vocal intonation. In ASL, users do so by raising the eyebrows and widening the eyes. ASL users may ask a question by tilting their bodies forward while signaling with their eyes and eyebrows. Try to be conceptually correct in the use of signs. Choose signs that appropriately convey the information you are trying to communicate. Remember each sign in a signed language/system is composed of a specific, unique combination of a hand shape, movement, palm orientation, and location. Changing any one of these aspects of the sign changes the meaning of the sign. Always fingerspell technical terms (e.g., audiogram, frequency) first before assigning a “made up” sign (e.g., “A” hand shape circling in front of the ear + sign for graph = audiogram; “F” hand shape moving like a “wave” from left to right = frequency). Always use visual aids to supplement your signs. Use pictures of the ear and the “audiogram of familiar sounds” to help explain unfamiliar concepts (e.g., type of hearing loss; sounds the client may never have heard). Working With an Interpreter If necessary, it may be best to obtain the services of a certified interpreter for the deaf. Certified interpreters follow a strict Code of Ethics developed by the Registry of Interpreters of the Deaf (RID). Interpreters can hold different types of RID certification. For example, a CI (Certificate of Interpretation) certificate indicates the interpreter can sign from English to ASL and ASL to English. A CT (Certificate of Transliteration) certificate means the interpreter has been evaluated and is proficient in interpreting from spoken English to a more English-based sign and vice versa. Some RID interpreters hold both certificates. In addition, the National Association of the Deaf also certifies interpreters using a system with varying skill levels. Finally, some states also have certification programs and tests for interpreters. It is essential to find out what is required in your area and obtain the services of qualified interpreters. When working with an interpreter, speech-language or hearing professionals should remember that they are consumers of interpreting services. Be sure to establish what you and your signing client need from the interpreter. For example, some signing individuals have intelligible speech and the interpreter would not need to voice what the signer expresses. Other times the speech may not be intelligible enough and the interpreter may need to voice the intent of the signing client. Finally, it is important to remember that the interpreter is a conduit of information between the clinician and the client. The signing client is addressed directly. The client should not be addressed through the interpreter (i.e., “Tell her…”). Instead the professional should speak directly to the client and allow the interpreter to convey the information. To facilitate this, it is often helpful to position the interpreter next to the hearing or speech-language professional and across from the signing client. This allows for a good visual environment. The signing client can see the interpreter and the professional. During interactions as much eye contact as possible should be maintained with the client. The signing client will need to divide the visual attention between the professional and the interpreter but the professional should remain focused on the client. Definitions American Sign Language (ASL) ASL is a complete, complex language that incorporates the use of hand shapes, position, palm orientation and movement, facial expressions, body movements and postures, and gestures and other visual cues to form its words. It is completely separate from English. ASL has its own rules for grammar, morphology, and sentence order. It is the first language of many North Americans who are deaf and is the fourth most commonly used language in the United States (www.aslinfo.com). Deaf Community/Culture A multi-cultural group of individuals who identify themselves as Deaf, as an ethnic identity, and not a physical condition. The Deaf community is composed of people who use American Sign Language as their primary means of communication. The Deaf Community considers itself a linguistic minority group, a separate entity because of its unique culture, language, and social norms. It is separate from other disability consumer groups by the virtue of communication process, not physical disabilities (www.signmedia.com/info/adc.htm). Finger Spelling (Dactylology) and Invented Sign Systems Finger spelling uses hand shapes to represent the letters of the English alphabet. Invented Sign Systems (Signing Exact English [SEE] and Signed English [SE]) use manual codes (use of the hands) to represent the structure of English. English-Based Signing English-based signing entails signing a combination of both English and ASL features executed in English word order. The language proficiency of the signer will determine the use of the features from either language. It is different from the invented sign systems because it does not follow a clear-cut set of principles. In the past, this type of signing has been labeled pidgin signed English (PSE) and more recently referred to as sign English or conceptually accurate sign English (CASE). It was not intended to model English or be used in an educational context or to teach English. Its purpose is for social communication. Print Publications Resources Paul P. V. (2001). Language and Deafness (3rd ed.). San Diego, CA: Thomson Learning. Google Scholar Vold F. C., Kinsella-Meier M., & Hughes Hilley M. C. (1990). Signing with your client: A practical manual for audiologists and speech/language pathologists. Washington DC: Gallaudet University Press. Google Scholar Web www.nad.org/infocenter/infotogo/dcc/difference.html http://clerccenter.gallaudet.edu/InfoToGo/549.html www.oregon.gov/DHS/odhhs/ References Author Notes Susanne Scott, is a supervising aural rehabilitationist in the department of audiology and speech-language pathology at Gallaudet University. In addition to clinical supervision, she teaches the Clinical Applications of Sign Communication classes to students in the clinical doctorate of audiology program. Contact her by e-mail at [email protected]. James H. Lee, is a clinical supervisor in the department of audiology and speech-language pathology at Gallaudet University. In addition to clinical supervision, he teaches Clinical Applications of Sign Communication to speech-language pathology graduate students. Contact him by e-mail at [email protected]. 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People who belong to ethnic, racial and cultural minorities often have less access to healthcare and have poorer health outcomes when compared to the majority population. In the COVID pandemic, too, health disparities have been observed. Similar disparities have been noted in patients with advanced disease and suffering from pain, with minority patients having less access to or making less use of palliative care. In the US, a range of solutions has been proposed to address the issue of inequality in access to healthcare, with cultural competence figuring prominently among them. This study explores whether and how cultural competence may be applied to palliative care in India to improve access and health outcomes. In the literature, it is argued that, in diverse societies, cultural competence is an essential part of the solution towards equitable healthcare systems. Solutions to problems of healthcare disparities must go beyond an increase in financial resources as more financial resources will not necessarily make the healthcare system more equitable. A culturally competent system recognises and integrates at all levels the culture as a significant component of care, which is particularly relevant at the end of life. If efficiently implemented, cultural competence will lead to higher patient satisfaction, better follow-up and patient compliance and an improved reputation of palliative care among minorities. This may help to reduce inequalities in access and health outcomes in palliative care.

The Nigerian National School Health Policy (NSHPo) was adopted more than a decade ago, yet its quality of implementation (QoI) remains poor. Diverse variations exist between public and private schools yet most studies in Nigeria did not consider this in their evaluation. This study was conducted to assess the QoI of the School Health Programme (SHP) in public and private primary schools in Ibadan metropolis, using the NSHPo framework as a guide. The study utilized a comparative-descriptive cross-sectional design. A two-stage sampling technique was used to select one of five local government areas in a Metropolitan city and 68 primary schools. An observational checklist was used to assess the five domains of the SHP, namely: Healthful School Environment [HSE]; School Health Services [SHS]; Skills Based Health Education [SBHE]; School Feeding Services [SFS], and School, Home, and Community Relationship [SHCR]), as listed in the Nigerian SHPo framework. QoI was assessed by exploring availability, suitability, adequacy, and functionality of the domains measured. About half of the primary schools (38.5% public; 75.9% private) had first-aid boxes, but they were empty in 66.7% of public and 20.7% of private schools. A few (19.1%) had hand-washing facilities. Almost all the schools (97.1%) did not perform medical examination for school vendors. Only 35.3% of the schools had waste-disposal facilities, of which a significantly higher proportion were in private schools (72.4%) (P < 0.001). None of the schools had counselling schedule or record of counselling sessions. Overall, QoI of the SHP was significantly poor in 36.8% of the schools, with a higher proportion (46.2%) in public schools compared with private schools (24.1%) (p < 0.001). The School Health Programme in selected urban private and public primary schools had poor quality of implementation but private schools had a better quality of implementation.

The study explored the relationship between intercultural competencies and teaching effectiveness of teachers in public elementary schools of Paquibato Division. Also, it investigated the association of the involved variables and the domains of intercultural competencies of teachers that significantly influence teaching effectiveness of teachers. With the use of probability sampling, 141 public elementary teachers were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Mean, Product-Moment correlation and Regression Analysis. Results revealed that there was a high intercultural competency of teachers and a high teaching effectiveness of teachers among the respondents. Furthermore, there was a significant relationship between the intercultural competency and teaching effectiveness. Moreover, all domains of intercultural competencies, namely, knowledge, skills, and awareness, were found to have significantly influence the teaching effectiveness of teachers. Of which, awareness indicates a higher influence on the intercultural competency of teachers compared to other indicators. Based on the findings, it was further suggested that higher officials in the Department of Education and school heads may work collaboratively in crafting programs and interventions that would further strengthen the intercultural competencies which would lead to teaching effectiveness of teachers. More so, future researchers may further explore the involved variables considering other factors and research methods. Keywords: Intercultural Competencies, Teaching Effectiveness of Teachers, Paquibato Division, Philippines