Study of the appropriateness of curriculum components of schools with multicultural education from the viewpoint of managers and teachers of secondary and high schools.

The purpose of this study was to investigate the relevance of the curriculum components of the secondary and secondary schools (goals, subject and content of courses, teaching methods and evaluation) to the concepts of multicultural education and emphasize this type of education as a new approach to education and provision. Educational opportunities for all students with culture, ethnicity, religion, gender, language, special abilities and various social classes were descriptively surveyed on 220 teachers and teachers of the middle and high schools of Kamyaran city. They were randomly selected and implemented. Data were collected from a researcher-made questionnaire using descriptive statistics and inferential statistics such as statistical quality control, t-test, and variance analysis. The results of the research show that although there is a difference between the viewpoints of male and female teachers and managers in both secondary and secondary schools, overall, in terms of both managers and teachers, both curriculum objectives and the content of courses in secondary education and Secondary school does not fit into the concepts of multicultural education, but educational and evaluation methods are consistent with the concepts of multicultural education, which can be attributed to the freedom of teachers to apply methods of teaching and evaluation of students and attention They considered their diverse and different needs.