Assimilation attitudes predict lower immigration-related self-efficacy among Israeli immigrant teachers

Moshe Tatar*, Ina Ben-Uri, Gabriel Horenczyk

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

20 Scopus citations


This study focuses on self-efficacy among teachers working in culturally diverse educational contexts. We put forward the notion of immigration-related self-efficacy and provide initial support for its relationship with the acculturation attitudes held by immigrant teachers. One hundred thirty-three teachers who immigrated to Israel from the Former Soviet Union participated in this study. We found that teachers tend to report high levels of self-efficacy in all the investigated aspects. According to our predictions, immigrant teachers endorsing more assimilative approaches report lower levels of self-efficacy vis-à-vis their immigrant students. Our results can contribute to a critical discussion on the place and roles of immigrant teachers in schools.

Original languageAmerican English
Pages (from-to)247-255
Number of pages9
JournalEuropean Journal of Psychology of Education
Issue number2
StatePublished - Jun 2011


  • Acculturation attitudes
  • Immigrant students
  • Immigrant teachers
  • Teacher self-efficacy


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