Intercultural Sensitivity Among In-Service Teachers in Greece: A Nationwide Survey Using the Intercultural Sensitivity Scale
Abstract
This study aims to examine the intercultural sensitivity (IS) of in-service teachers in Greece by providing a nationwide profile across the five dimensions of the Intercultural Sensitivity Scale (ISS). Addressing a gap in previous Greek research, which has largely focused on pre-service teachers, specific specializations, or geographically limited samples, the study investigates whether Greek teachers’ intercultural sensitivity is balanced across dimensions and how selected demographic factors relate to their IS levels. Methodologically, the study employed a quantitative, cross-sectional survey design. Data were collected from 409 in-service teachers working in primary and secondary education across all 13 administrative regions of Greece, using the ISS and a supplementary demographic questionnaire. The findings revealed that teachers reported a generally high level of overall intercultural sensitivity. However, the dimensional analysis indicated a clear values–confidence imbalance: participants scored highest on Respect for Cultural Differences but lowest on Interaction Confidence. This suggests that, although teachers demonstrate strong positive attitudes toward cultural diversity, they report comparatively lower confidence in managing intercultural interactions. Furthermore, postgraduate qualifications and non-urban residency were associated with higher levels of intercultural sensitivity, while other demographic variables showed more limited or inconsistent effects. The study concludes that Greek in-service teachers possess a strong affective foundation for intercultural education, but practical interactional confidence remains less developed. These findings imply that teacher training and professional development should move beyond reinforcing positive attitudes and place greater emphasis on experiential, skills-based approaches that strengthen teachers’ confidence and effectiveness in culturally diverse classrooms.
- Nationwide survey examined Greek in-service teachers’ intercultural sensitivity.
- Teachers reported high overall intercultural sensitivity across ISS dimensions.
- Respect for Cultural Differences scored highest among Greek teachers.
- Interaction Confidence scored lowest, showing a values–confidence imbalance.
- Findings support skills-based teacher training for intercultural classrooms.
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https://doi.org/10.36923/jicc.v26i2.1439
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