Study The Situation of Multicultural Diversity learning Management Issues Among Dance Teachers in The Southern Region Study The Situation of Multicultural Diversity learning Management Issues Among Dance Teachers in The Southern Region

Abstract

The purpose of this research is to study the situation of multicultural diversity learning management issues among dance teachers in the southern region, utilizing both quantitative and qualitative data collection methods. The sample population and key informants consist of 1) Dance teachers under the jurisdiction of the Secondary Educational Service Area Office 14, Southern Province, totaling 179 persons, and 2) Specialists in fields relevant to the research, encompassing experts in multiculturalism, experts in performing arts, and specialists in the field of education, totaling 15 individuals. Three instruments were employed in the research: 1) Interviews form addressing issues in learning management among dance teachers in the southern region; 2) Assessment tool for evaluating the competency of dance teachers in multicultural learning management in the southern region; and 3) Forms for recording expert group discussions. The study's findings reveal that the majority of dance teachers exhibit a constrained understanding of culture and an inaccurate comprehension of multicultural education. Consequently, the average evaluation of dance teachers' knowledge level pertaining to culture and education, as per the multicultural approach, was deemed to be at a moderate level. In terms of organizing the learning process to accommodate the cultural diversity of learners, most instructors persist in utilizing teacher-centered learning concepts and methods, relying on standardized teaching materials such as lesson plans, educational content, textbooks, and learning activities sourced from external publishers' manuals. This prevalent practice engenders a lack of diversity and fails to accurately reflect reality, highlighting deficiencies in the integration skill for integrating learning to suit the spatial context and the diverse needs of learners. Furthermore, educational institutions are observed to lack essential resources to support effective learning, including materials and facilities such as dance laboratories, alongside limited opportunities for regular instructors to enhance their multicultural skills, owing to constrained budgets for educational organization. Additionally, some dance teachers exhibit negative attitudes towards students from diverse religious and ethnic backgrounds, resulting in diminished expectations and a perception of dance as a specialized discipline unsuitable for all learner groups. From the perspective of the issues identified, the majority of dance teachers demonstrate a strong inclination towards developing the multicultural learning management competencies of dance teachers.