Teachers’ multicultural personality, attitude, and practices in multicultural music education: Training and support as moderators

We proposed a moderated mediation model to explore critical mechanisms influencing the connections among music teachers’ multicultural personality, attitude, practices, training, and support in multicultural music education. We conducted an online survey with 387 music teachers in southwest China, analyzing the responses utilizing structural equation modeling. The results revealed that multicultural personality was positively related to music teachers’ practices, and their attitude mediated this relationship. Additionally, training and support acted as moderators, indicating that the relationship between multicultural personality and attitude became stronger for music teachers who had received more training and support. Training and support also moderated the indirect effect of multicultural personality on practices through attitude. These results emphasize the importance of multicultural personality and attitude for implementation of multicultural education in music, and provide theoretical and empirical bases for improving the quality of multicultural music education from a psychological perspective.