Teachers Approaches Toward Cultural Diversity

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.

References

Aloe A. M., Amo L. C., Shanahan M. E. (2014). Classroom management self-efficacy and
burnout: A multivariate meta-analysis. Educational Psychology Review, 26(1), 101-126. Google
Scholar CrossRef

Antoniou A. S., Polychroni F., Vlachakis A. N. (2006). Gender and age differences in
occupational stress and professional burnout between primary and high-school teachers in
Greece. Journal of Managerial Psychology, 21(7), 682-690. Google Scholar CrossRef

Bandura A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological

Review, 84, 191-215. Google Scholar CrossRef, Medline

Barry N. H., Lechner J. V. (1995). Preservice teachers attitudes about and awareness of
multicultural teaching and learning. Teaching and Teacher Education, 11(2), 149-161. Google
Scholar CrossRef

Berry J. W., Kalin R. (1998, August). Diversity and equity in the Canadian forces. Paper
presented at the IACCP International Congress, Bellingham, WA. Google Scholar

Betoret F. D. (2009). Self-efficacy, school resources, job stressors and burnout among Spanish
primary and secondary school teachers: A structural equation approach. Educational
Psychology, 29(1), 45-68. Google Scholar CrossRef
Brown E. L. (2004). What precipitates change in cultural diversity awareness during a
multicultural course: The message or the method? Journal of Teacher Education, 55(4), 325-
340. Google Scholar Link

The Central Bureau of Statistics. (2006). Immigrant students in the education system. Israel.
Retrieved from http://www.cbs.gov.il/publications/education_imig04/pdf/print_h.pdf Google
Scholar

The Central Bureau of Statistics. (2015). 25 years to former Soviet Union migration in Israel.
Retrieved from http://www.cbs.gov.il/statistical/immigration_ussr_h148.pdf Google Scholar

Chiu M. M., Pong S. L., Mori I., Chow B. W. Y. (2012). Immigrant students emotional and
cognitive engagement at school: A multilevel analysis of students in 41 countries. Journal of
Youth and Adolescence, 41(11), 1409-1425. Google Scholar CrossRef, Medline

Cohen-Friedman O. (2000). Form-tutors perceptions of the attachment and coping processes

with their classes (Masters thesis). The Hebrew University, Jerusalem, Israel. Google Scholar

Coll C. G. E., Marks A. K. E. (2012). The immigrant paradox in children and adolescents: Is
becoming American a developmental risk? Washington, DC, US: American Psychological
Association. Google ScholarCrossRef