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

Gutentag, Tony; Horenczyk, Gabriel; Tatar, Moshé

doi:10.1177/0022487117714244

Cited by 76 publications

(88 citation statements)

References 48 publications

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“…In this regard, the attitude of the different education professionals is a key factor in the development of inclusion (de Boer et al, 2011;Vaz et al, 2015;Gutentag et al, 2018). Attitudes toward inclusion have been studied in inservice teachers (Boyle et al, 2013;Collins, 2013) and in future teachers (teaching students) (Beacham and Rouse, 2012;Kuyini et al, 2018;Saéz-Gallego et al, 2019).…”

Section: Attitudes Toward Inclusive Educationmentioning

confidence: 99%

Attitudes, Sentiments, and Concerns About Inclusive Education of Teachers and Teaching Students in Spain

et al. 2020

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The Sentiments, Attitudes, and Concerns About Inclusive Education Revised scale was developed to close the existing gap in measuring perceptions of inclusive education in the educative context. It has been widely used in other cultures but not in Spain. Our objective has been to analyze the psychometric properties in the Spanish sample by studying their relationship with empathy and social dominance variables, finally taking into account sociodemographic variables to observe if there are differences. The scale was applied to a total of 647 subjects: 323 university-students (18-45 years) and 324 in-service teachers (35-58 years). The scale showed psychometric properties suitable for the general group, the students, and the teachers. Likewise, the female students showed a more positive attitude toward inclusion, and these attitudes were associated with empathy and social dominance. This version of the Sentiments, Attitudes, and Concerns about Inclusive Education Revised is a useful tool for measuring the inclusive attitudes of undergraduate education students and in-service teachers.

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Section: Attitudes Toward Inclusive Educationmentioning

confidence: 99%

Attitudes, Sentiments, and Concerns About Inclusive Education of Teachers and Teaching Students in Spain

et al. 2020

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“…[1]. Current psychological literature widely addresses the role of teachers' personal resources [2][3][4][5][6][7], relationships with students [8,9], and individual professional resources [10,11] in managing the mentioned challenges. Despite the meaningful role of the teacher's individual contributions to these issues, collaborative practices and strategies seem to better fit such needs [12,13].…”

Section: Introductionmentioning

confidence: 99%

Unravelling Teacher Job Satisfaction: The Contribution of Collective Efficacy and Emotions Towards Professional Role

Buonomo

Fiorilli

Benevene

2020

IJERPH

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Purpose: The purpose of this paper is to explore whether, and to what extent, collective beliefs and emotions towards professional role could predict job satisfaction, above and beyond the role of self-efficacy and emotions towards students. More specifically, we expected job satisfaction to be incrementally predicted by beliefs and emotions related to professional role (collective efficacy and role-related hedonic balance). Design/Methodology/Approach: The analysis was performed through the administration of a questionnaire to 266 Italian secondary school teachers. After having assessed measures of reliability, correlational analyses and a hierarchical regression model were performed. Findings: Results showed that collective efficacy and hedonic balance related to professional role have a unique effect on job satisfaction, accounting for nearly the 30% of its variance. Research Limitations/Implications: Despite some limitations related to the cross-sectional design, the study suggests a practical implication for teacher training, as well as underlying the need to study schools from an organizational point of view. Originality/value: The paper contributes to the psychological research on the role of the organizational dimensions in teachers’ well-being at work.

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“…As Sari [ 8 ] notes, there may be curiosity and desire to learn and experience new skills and abilities, but the stress related to possible administrative errors and criminal consequences of errors or omissions, or low performance in failing to achieve results, remains high, with emotional drain and possible burnout consequences. Moreover, implicitly, the principal may also experience the feeling that his own cultural and cognitive skills, as well as tools and resources, have become obsolete or are no longer suitable for current needs, thus increasing personal insecurity [ 15 ]. These elements are sources of elevated stress levels in principals, because they become the point of reference and the catalyst of the stress of all professional and non-professional figures.…”

Section: Introductionmentioning

confidence: 99%

The Principal at Risk: Stress and Organizing Mindfulness in the School Context

Diotaiuti

Mancone

Bellizzi

et al. 2020

IJERPH

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Background: In recent years the role of school principals is becoming increasingly complex and responsible. Methods: This study was voluntarily attended by 419 Italian school principals who were administered the Psychological Stress Measurement (MSP), Mindfulness Organizing Scale (MOS), Polychronic-Monochronic Tendency Scale (PMTS), and the Scale of Emotions at Work (SEW). Results: The study has produced a path analysis model in which the relationships between the main predictors of principals’ work discomfort were explained. The effect of depressive anxiety on perceived discomfort (ß = 0.517) found a protective mediator in the mindfulness component that recognizes the sharing as a fundamental operational tool (ß = −0.206), while an increasing sense of effort and confusion could significantly amplify the experience of psychological discomfort associated with the exercise of school leadership (ß = 0.254). Conclusions: The model developed in this study suggests that focusing on organizing mindfulness can be a valuable guideline for interventions.

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

Cited by 76 publications

References 48 publications

Attitudes, Sentiments, and Concerns About Inclusive Education of Teachers and Teaching Students in Spain

Attitudes, Sentiments, and Concerns About Inclusive Education of Teachers and Teaching Students in Spain

Unravelling Teacher Job Satisfaction: The Contribution of Collective Efficacy and Emotions Towards Professional Role

The Principal at Risk: Stress and Organizing Mindfulness in the School Context

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