Teachers’ multicultural attitudes and perceptions of school policy and school climate in relation to burnout

Dubbeld, Anneke; Hoog, Natascha de; Brok, Perry den; Laat, Maarten de

doi:10.1080/14675986.2018.1538042

Cited by 32 publications

(25 citation statements)

References 27 publications

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“…Teachers holding strong assimilationist beliefs exhibit lower levels of self-efficacy in teaching immigrant students (Gutentag et al, 2017;Tatar et al, 2011) and higher levels of general and diversity-related burnout (Dubbeld et al, 2019) than teachers holding weak assimilationist beliefs. Pulinx et al (2017) found that teachers endorsing monolingual beliefs, which can be viewed as a facet of assimilationist perspectives, report lower levels of trust in the academic engagement of all of their students.…”

Section: Empirical Findings On the Relationship Between Teachers' Cultural Beliefs And Students' School Adaptationmentioning

confidence: 89%

Do teachers’ cultural beliefs matter for students’ school adaptation? A multilevel analysis of students’ academic achievement and psychological school adjustment

et al. 2021

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Based on two large-scale studies from Germany, we examined how different types of teachers’ cultural beliefs are related to immigrant students’ school adaptation. Specifically, we investigated the relationship of teachers' multicultural beliefs appreciating cultural diversity, their egalitarian beliefs focusing on all students' similarities and their assimilationist beliefs that immigrant students should conform to the mainstream context with immigrant students' academic achievement and psychological school adjustment as indicators of their school adaptation. We also explored all of these associations for non-immigrant students. Study 1 used data on the multicultural, egalitarian, and assimilationist beliefs of German language (NTeachers = 220) and mathematics (NTeachers = 245) teachers and on students’ achievement and feelings of helplessness in German language classes (NStudents = 2606) and mathematics classes (NStudents = 2851) as well as students’ school satisfaction. Study 2 analyzed data on teachers’ multicultural and egalitarian beliefs (NTeachers = 456) and students’ achievement and self-concept in mathematics (NStudents = 4722). Overall, multilevel analyses revealed no relationship between teachers’ cultural beliefs and any of the indicators of immigrant and non-immigrant students’ school adaptation. These findings challenge the notion that overall, teachers’ cultural beliefs effectively translate into students’ school adaptation.

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Section: Empirical Findings On the Relationship Between Teachers' Cultural Beliefs And Students' School Adaptationmentioning

confidence: 89%

Do teachers’ cultural beliefs matter for students’ school adaptation? A multilevel analysis of students’ academic achievement and psychological school adjustment

et al. 2021

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“…Some previous studies abroad have established the attitude and self-efficacy of teachers in schools towards MCEl activities. Dubbeld et al (2019) carried out on the multicultural attitudes and perceptions of teachers of school policy and school environment regarding burnout outcome, suggesting that burnout related to diversity was found among teachers classified as attitudes of assimilation and who viewed their school as pluralistic. The research carried out by James (2004) on the attitudes of teachers and perceptions of multicultural and diversity understanding in elementary schools, contrary to the above ideas, was a positive mindset.…”

Section: Empirical Studiesmentioning

confidence: 99%

Effect of Teachers’ Self-Efficacy on their Attitude towards the Implementation of Multicultural Education literacy in Harari Government Secondary Schools

Tezera

Bekele

2021

IJELS

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This study is aimed to investigate effect of teachers’ self-efficacy on their attitude towards the implementation of Multicultural Education literacy (MCEL) in Harari Region Secondary Schools. To realize this descriptive survey design with the quantitative approach is adopted. One hundred, teachers are selected by using stratified random sampling technique and then the simple random sampling technique. Data are collected through closed-ended questionnaires. Descriptive and inferential statistical data analysis is employed. The finding showed that the practice of MCEL in school was medium and teachers’ self-efficacy toward implementations of MCEL in the schools was found statistically significant. Self-efficacy in the implementation of MCEL was a statistically significant predictor of teacher’s attitude and practices toward the implementation of MCEL in the schools respectively. Self-efficacy contributed 17% on attitude and 26 % to practices in the implementation of MCEL had a positive impact. Self-efficacy of teachers toward MCEL had a statistically significant moderate positive relationship with teachers’ practices of MCEL. Self-efficacy had a positive impact on the attitude of teachers and practices of teachers in the implementation of MCEL. Based on the findings, it was concluded the study presented for further research in the field and policy action to prepare teachers in multicultural setting curricula and multicultural educators influencing the development of cultural tolerance, mutual understanding, and unity among diverse students. Hence, it was recommended that organizing panel discussion in order to improve self-efficacy and attitude of teachers from multicultural perspectives in line with implementation of multicultural education through media to build tolerance, mutual respect, build positive attitudes, and national building practices among student in the schools. Further implications and directions for future study are forwarded.

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“…Meanwhile, Malinen and Savolainen (2016) divided school climate into four categories: 1) collaboration, 2) student relations, 3) decision making, and 4) instructional innovation. Dubbeld et al (2019) broke the dimensions of school climate into three categories which are perceptions of school policy, perceptions of school climate for students, and perceptions of school climate for teachers.…”

Section: School Climatementioning

confidence: 99%

School Climate and its Influence on Organizational Citizenship Behavior: A Theoretical Framework

Ismail¹,

Ismail²,

Omar³

et al. 2021

IJARBSS

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Organizational citizenship behavior (OCB) refers to the behavior of employees, which typically exceeds their official duties. This behavior is important because it helps to enhance employees' performance and lead organizations to become more innovative and productive. Many studies on OCB have been conducted in organizations. However, limited literature can be found in the context of educational practices. Hence, the purpose of this conceptual paper is to explore deeper into OCB within an educational context. A comprehensive review of the literature has identified a factor that can potentially influence OCB, which is school climate. This paper concluded that school climate which consists of principal leadership, autonomy, teachers' intimacy, school facilities and services positively influence OCB. The most significant contribution of this paper is the formulation of a theoretical framework which gives a deeper understanding on the relationship between school climate and OCB. The present paper proposed that more empirical studies on OCB in educational context need to be conducted to further illuminate the uniqueness of OCB within an education ecosystem.

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Teachers’ multicultural attitudes and perceptions of school policy and school climate in relation to burnout

Cited by 32 publications

References 27 publications

Do teachers’ cultural beliefs matter for students’ school adaptation? A multilevel analysis of students’ academic achievement and psychological school adjustment

Do teachers’ cultural beliefs matter for students’ school adaptation? A multilevel analysis of students’ academic achievement and psychological school adjustment

Effect of Teachers’ Self-Efficacy on their Attitude towards the Implementation of Multicultural Education literacy in Harari Government Secondary Schools

School Climate and its Influence on Organizational Citizenship Behavior: A Theoretical Framework

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