Stress Among Teachers: Exploring the Role of Cultural Diversity in Schools. Issue 4 (2nd October 2019)

• Record Type: Journal Article
• Authors: Glock, Sabine; Kleen, Hannah; Morgenroth, Stefanie
• Is Part Of: Journal of experimental education. Volume 87:Issue 4(2019)
• Page Start: 696
• Page End: 713
• Publication Date: 2019-10-02
• Subjects: Teachers -- feelings of burnout -- stress -- self-efficacy -- cultural diversity -- school composition; Education -- Experimental methods -- Periodicals; Educational psychology -- Periodicals; Education -- Periodicals; Psychology, Experimental -- Periodicals; 370.15
• DOI: 10.1080/00220973.2019.1574700
• Languages: English
• ISSNs: 0022-0973

Abstract

Abstract: We investigated the effects of stereotypical expectations regarding cultural diversity on teachers' feelings of burnout, stress, and self-efficacy beliefs. With an experimental design, we confronted teachers with fictitious schools that were either high or low in cultural diversity and assessed the teachers' feelings of burnout and self-efficacy beliefs (Study 1) and their stress with respect to culturally responsive teaching and locus of control (Study 2). Teachers who were confronted with a highly culturally diverse school showed higher feelings of burnout and stress and lower self-efficacy than teachers presented with a school low in cultural diversity. School composition affected teachers from primary and secondary schools differently. The consequences of holding stereotypical beliefs about highly culturally diverse schools are discussed.