Abstract

• This study aimed to study the exploration of culturally responsive teaching practices of teachers. A mix-method design (the Exploratory Design) was used. The survey questionnaire was developed by the review of literature and the results of focus group interview. The reliability coefficient (Cronbach’s alpha) of the instrument was used to assess the reliability of the questionnaire, 0.95 for the degree of importance of culturally responsive teaching practices of teachers and 0.87 for the extent of culturally responsive teaching practices of teachers. A total of 849 teachers who are actually teaching culturally diverse students from Lower Myanmar were selected as samples through purposive sampling. For the qualitative study, focus group interview was employed. The questionnaires contained the information of teachers’ culturally responsive teaching practices. Quantitative data analysis included exploratory factor analysis, confirmatory factor analysis and descriptive statistics. The result five factors were using cultural congruity in classroom instruction, creating conducive learning environment and collaborating with colleagues and parents, appreciating other culture and providing cultural awareness to students, practising procedural justice and providing learning opportunity for students to live together. And the teachers perceived that they practiced culturally responsive teaching to a moderate extent.