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.Résumé Cette étude se centre sur la capacité d'auto-efficacité chez les enseignants qui travaillent dans divers contextes éducatifs et culturels. Nous mettons en avant la notion d'auto-efficacité en relation avec l'immigration, tout en indiquant les éléments de base qui permettent d'étayer la corrélation entre ce sentiment d'efficacité personnelle et l'attitude d'"acculturation" que manifestent les enseignants venus de l'immigration. Ont participé à cette étude 133 enseignants qui ont immigré en Israël en provenance de l'ex-Union Soviétique. Notre recherche nous a permis de constater que ces enseignants ont tendance à faire état d'un haut niveau d'auto-efficacité dans tous les domaines explorés. Ainsi que nos prévisions l'anticipaient, les enseignants issus de l'immigration qui expriment une tendance assimilatrice, font preuve d'un moindre niveau d'auto-efficacité vis-à-vis de leurs étudiants lorsque ceux-ci sont immigrants. Nos résultats peuvent contribuer à une discussion critique sur la place et les rôles des enseignants immigrants dans le système scolaire.

In this paper, we examine the attitudes toward integrating work and family in a sample of 247 teachers in Switzerland and Israel. More particularly, we focus on the national context’s role in mediating the relations between professional and private spheres. The data were collected by a questionnaire implemented and administered in the two countries. The analysis reveals differences between Israeli and Swiss teachers regarding the importance of attribution to life roles and their attitudes toward conflict and facilitation. Findings suggest new insights into the consideration of cultural elements in shaping the teachers’ attitudes toward the integration of family and work.