Validation Component of Multicultural Education Planning for a Curriculum at Primary School

The present study aimed to examine and draw up the factors involved in multi-cultural education in elementary school program from the perspective of teachers. The research which was an applied descriptive survey employed 323 elementary teachers and experts in Qazvin in the 1393-1394 academic year using stratified random sampling and Cochran sampling formula. A researcher-made questionnaire was used comprising 47 items with the reliability index of Re = 0/89 and internal consistency of 0/92 obtained through Cronbach Alpha. The content validity of the questionnaire was ensured based on opinions of 15 university professors of Persian literature, educational sciences, and social sciences as well as the thesis supervisors and advisors. The construct validity of the questionnaire was assured through exploratory factor analysis which resulted in the removal of 14 items. The results of exploratory factor analysis showed that uniform content, knowledge creation and understanding, effects of ethnic factors, reducing bias, educational justice and equity, strengthening and empowering the culture at schools, and attention to the rights of religious and ethnic minorities, were the most important factors in multi-cultural educational among which uniform and combined content turned out to of the highest importance.