Teachers’ Approaches Toward Cultural Diversity Predict Diversity-Related Burnout and Self-Efficacy

Tony Gutentag*, Gabriel Horenczyk, Moshe Tatar

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

45 Scopus citations

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.

Original languageAmerican English
Pages (from-to)408-419
Number of pages12
JournalJournal of Teacher Education
Volume69
Issue number4
DOIs
StatePublished - 1 Sep 2018

Bibliographical note

Publisher Copyright:
© 2017 American Association of Colleges for Teacher Education.

Keywords

  • diversity
  • multicultural education
  • teacher beliefs
  • teacher characteristics

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