Culturally responsive teachers are teachers who recognize the cultures of their students, see these cultures as richness and use them in classroom practices. These teachers go beyond traditional roles and try to create a common culture in the classroom. These teachers are expected to exhibit a more collectivist and integrative approach especially in classroom management. In this case, it can be said that the teacher should move away from an individualism classroom management approach and adopt a collectivism classroom management approach. It can be said that cultural value orientation is effective for teachers to exhibit culturally responsive teacher roles. Cultural value orientation is a set of beliefs transmitted to the individual by the society. These beliefs affect the individual's relationships and behaviors. At this point, it can be assumed that teachers' cultural value orientations will be reflected on classroom management and teachers' behaviors. The purpose of this study is to examine the relationship between teachers' cultural value orientations and culturally responsive teacher roles. Correlational survey model will be used in the study. The sample of the study consists of 200 teachers working in 7 provinces selected from 7 geographical regions in Turkey.  The data collection process of the study is ongoing. The data will be collected with the culturally responsive teacher roles scale developed by Nayır (2020) and the cultural value orientation scale developed by Gaines et al. (1997) and adapted into Turkish by Aydın (2020). The culturally responsive teacher roles scale consists of two dimensions: culturally regulating and culturally mediating. The cultural value orientation scale consists of 3 dimensions: individualism, collectivism and marginal values. In the analysis of the data, confirmatory factor analysis and Cronbach's alpha analysis will be performed for the validity and reliability analysis of the scales. Then, Canonical correlation analysis will be used to examine the relationship between culturally responsive teacher roles and cultural value orientations. As a result of the analysis, it is expected that there will be a positive relationship between culturally responsive teacher roles and collectivist values.

Key words: Culturally mediating teacher, Culturally regulating teacher, individualistic values, collectivist values, marginal values, canonical analysis