Teachers' Approaches Toward Cultural Diversity Predict Diversity-Related Burnout and Self-Efficacy. (September 2018)

• Record Type: Journal Article
• Authors: Gutentag, Tony; Horenczyk, Gabriel; Tatar, Moshe
• Is Part Of: Journal of teacher education. Volume 69:Number 4(2018)
• Page Start: 408
• Page End: 419
• Publication Date: 2018-09
• Subjects: multicultural education -- diversity -- teacher characteristics -- teacher beliefs; Teachers -- Training of -- Periodicals; 370.71105
• DOI: 10.1177/0022487117714244
• Languages: English
• ISSNs: 0022-4871

Abstract

We examine the ways in which, and the extent to which, DOPA (Diversity in Organizations: Perceptions and Approaches; that is, asset, problem, challenge, or nonissue) approaches predict teachers' diversity-related burnout and immigration-related self-efficacy. One hundred thirty-six schoolteachers completed a self-report questionnaire measuring diversity-related burnout and self-efficacy, approaches toward cultural diversity, attitudes toward multiculturalism, and demographics. It was found that the teachers' perception of the immigrant student as an asset and not as a problem was related to lower diversity-related burnout and to higher immigration-related self-efficacy. Future research should focus on possible interventions with teachers on the ways in which approaches to cultural diversity are developed, negotiated, and adopted.