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.
Bibliographical noteFunding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was made possible by the Eisenberg Scholarship from the School of Education, The Hebrew University of Jerusalem, received by the first author.
© 2017 American Association of Colleges for Teacher Education.
- multicultural education
- teacher beliefs
- teacher characteristics