Ponterotto, J. G., Baluch, S., Greig, T., & Rivera, L. (1998). Development and Initial Score Validation of the Teacher Multicultural Attitude Survey. Educational and Psychological Measurement, 58, 1002-1016.
https://doi.org/10.1177/0013164498058006009

has been cited by the following article:

• TITLE: Greek Teachers’ Attitude towards Multiculturalism: Psychometric Properties of the Teacher Multicultural Attitudes Survey Scale (TMAS)

  AUTHORS: Aspasia Athanasopoulou, George Tsitsas, Anastasia Psalti, Vasiliki Yotsidi, Kallia Kounenou

  KEYWORDS: Multiculturalism, Teachers, Attitude inside Classroom, Teacher Multicultural Attitude Survey (TMAS), Confirmatory Factor Analysis

  JOURNAL NAME: Creative Education, Vol.9 No.15, November 20, 2018

  ABSTRACT: Τhe aim of the present study is to adapt the “Teacher Multicultural Attitude Survey (TMAS)” developed by Ponterotto, Baluch, Greig, & Rivera (1998), to Greek teachers. More specifically, it examines the reliability and validity of the “Teacher Multicultural Attitude Survey (TMAS)” as an appropriate instrument for the evaluation of Greek teachers’ multicultural attitudes. The Greek version of the questionnaire was administered to 273 teachers from different regions of Greece and its validity and reliability were tested. The data analysis led to a three-factor structure. The results indicated that the Greek version of the “Teacher Multicultural Attitude Survey (TMAS)” is a reliable psychometric tool and can be used to evaluate Greek teachers’ style toward multiculturalism.