Measuring Intercultural Competence in Teachers: Development and Evaluation of Situational Judgment Test
The article describes the development and testing of the SJT-ICC situational judgment test designed to measure intercultural competence of a teacher in the form of behavioral preferences in the professional field of interaction with students and their parents . This approach makes it possible to assess behavioral aspects of intercultural competence in a particular professional area more effectively than survey methods . The SJT-ICC consists of 18 cases from pedagogical practice and four possible behavioral options for the teachers, from which the subject must choose the most appropriate one . These situations were prepared on the basis of qualitative research in the format of indepth interviews centered around difficult, critical situations that a teacher encounters when working with children and parents from other cultures (n=53) . The assessment of the intercultural competence of the answer options was made on the basis of an expert survey of 23 specialists . 1367 teachers took part in the research to validate and check the consistency of the SJT-ICC . The outcome of the categorical principal component analysis (CatPCA) was a one-scale structure of the SJT-ICC which was confirmed by the confirmatory factor analysis . The relationship between the results of the SJT- ICC and the scales used for validation is predictable: intercultural competence is associated with indicators of professional success of a teacher working with students of other cultures . It is concluded that the SJT-ICC can be effectively used to assess the prerequisites for intercultural success among Russian teachers .