Culturally responsive teaching is a core indicator of a positive approach to ethnic-cultural diversity in the classroom. How (pre-service) teachers employ it in their daily instruction is largely dependent on their self-efficacy and motivation for handling heterogeneity. Intercultural competences, such as knowledge, values, attitudes, skills, and actions with regard to cultural diversity, are important factors that can positively shape motivational aspects of teachers’ approach to handling heterogeneity. 

The project SAMMS therefore investigates the direct and indirect associations between intercultural competences such as critical consciousness, values, and attitudes regarding cultural diversity with motivational aspects of culturally responsive teaching. Furthermore, the project regards in depth, which factors may act as mediators or moderators for these relations, for example (pre-service) teachers’ own ethnic identity. To answer these questions, teacher students and teachers from all German states are included in the quantitative investigation.