Akademik Veri Yönetim Sistemi
Second International Language-for-all conference , Adana, Türkiye, 19 Ekim - 20 Aralık 2023, ss.143-151
The notions of teachers’ social justice beliefs and teacher agency for social justice are of great importance due to an increasing number of injustice practices that target marginalized students at schools. This study aims to gain a better understanding of teachers’ beliefs and agency for social justice practices by investigating these notions with the participation of 112 EFL teachers working in rural secondary schools, including marginalized groups of students in Kayseri, Türkiye. The data were gathered through a demographic questionnaire, the Teach for Social Justice-Beliefs scale, and the Teacher Agency for Social Justice scale. Then they were all analyzed using descriptive statistics, independent sample t-tests, one-way ANOVA tests, and Pearson correlation analysis. The findings suggested that participants had positive social justice beliefs but had a moderate level of agency for social justice. The results also indicated that certain factors influenced teachers' agency for social justice practices. The study's findings are hoped to provide a comprehensive understanding of teachers’ justice beliefs and agency in multicultural classroom settings. They might also have important implications for teacher trainers by highlighting the need for more in-service or pre-service training to prepare EFL teachers pedagogically and emotionally for teaching in diverse contexts.