Akademik Veri Yönetim Sistemi
Acta Psychologica, cilt.266, 2026 (SSCI, Scopus)
This meta-analysis synthesizes quantitative evidence from 27 primary studies conducted in Turkey to examine the associations between teachers' attitudes toward refugee students and personal, professional, and contextual factors. Studies published between 2011 and 2025 were identified through systematic searches of Google Scholar, Scopus, ERIC, Web of Science, and the Turkish Council of Higher Education Thesis Center. Effect sizes were computed as Pearson's correlation coefficients and pooled under a random-effects model. Results indicated that all five personal characteristics examined — age, gender, educational level, working experience, and participation in specific training — showed small but statistically significant positive associations with teacher attitudes. Among professional factors, multicultural teaching attitude showed a medium positive association, while multicultural teaching competence did not yield a statistically significant pooled effect and was characterized by near-total heterogeneity, indicating substantial variability across studies. Among contextual factors, school level and the presence of refugee students showed small-to-moderate significant associations, while the number of refugee students in classrooms yielded only a marginally significant and highly heterogeneous effect. Moderator analyses indicated that teacher status and publication type significantly moderated several of these relationships, including those involving age, multicultural teaching competence, and refugee student density. Findings should be interpreted in light of substantial heterogeneity across several variables and the limited number of primary studies available for some factors. Implications for teacher education policy and inclusive schooling practices are discussed.