Navigating urban classrooms: The role of diversity-related stress and intentions to leave in preservice teachers’ self-efficacy

Teaching and Teacher Education, Journal Year: 2025, Volume and Issue: 160, P. 105018 - 105018

Published: April 8, 2025

Language: Английский

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Parental involvement of immigrant parents in early educational centers and its relationship with intercultural sensitivity

Frontiers in Psychology, Journal Year: 2025, Volume and Issue: 16

Published: May 1, 2025

Early education centers play a crucial role in children's development. Research shows this process is partly supported by parental involvement activities promoted these centers. Additionally, early helps reduce disparities and fosters inclusion of disadvantaged groups, such as immigrant families. These families often face barriers for their involvement, including limited understanding the local culture, teachers' awareness cultural backgrounds expectations. Literature suggests that interculturally sensitive practices addressing families' linguistic needs can foster more effective communication between parents teachers. Intercultural sensitivity, affective dimension intercultural communication, personal capacity enabling individuals to recognize accept differences while identifying commonalities. Thus, enhancing sensitivity within educational community may support greater education. This study examines predicting Chile. Using sample 347 parents, we assessed levels, perceived facilitators participation, with several sociodemographic variables. Results from multinomial logistic regression showed higher significantly predicted activities. Parents lower were 75% likely report "almost never" participating than those high sensitivity. The level also played role, technical less involved university Among facilitators, positive climate among increased odds always participating, presence other school paradoxically correlated involvement. Regarding barriers, who lacked special approach 3.79 times low participation. findings highlight importance fostering communities enhance engagement Implications policy promoting inclusive culturally responsive environments are discussed.

Language: Английский

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An Investigation of Teacher Candidates' Self‐Efficacy Beliefs and Self‐Evaluations Towards Cultural Diversity and Their Empathic Orientations

Psychology in the Schools, Journal Year: 2025, Volume and Issue: unknown

Published: May 6, 2025

ABSTRACT This study examines teacher candidates' self‐efficacy beliefs, sensitivity to cultural diversity and empathic orientations toward linguistic diversity. The employed a correlational survey design investigate descriptive levels, relationships between variables, predictive factors, group comparisons. Data were collected from 248 candidates, with analyses conducted on 243 participants after outlier control. findings revealed multiple dimensions: First, Turkish candidates demonstrated high levels of beliefs towards sensitivity. Second, significant positive found diversity, orientations. Third, regression showed that both significantly predicted orientations, self‐evaluation emerging as the stronger predictor. Finally, comparative female exhibited higher than males, those willing work different cultures scores. desire live people in culture was positively associated beliefs.

Language: Английский

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Teacher self-efficacy in relation to cultural and linguistic diversity in K–12 settings: a systematic review

Frontiers in Education, Journal Year: 2025, Volume and Issue: 10

Published: May 9, 2025

Global migration continues to significantly increase the cultural and linguistic diversity of societies schools. Consequently, teachers must differentiate instruction demonstrate awareness achieve educational equity in their classrooms. However, extent which feel efficacious doing so remains unclear. Previous reviews indicate that teacher self-efficacy impacts wellbeing instruction. there do not appear any have extended our understanding situatedness within culturally linguistically diverse (CLD) Using job demands-resources theory as guiding theoretical framework, we conducted a systematic review (2014–2023) analyze factors supporting CLD classrooms its implications for work outcomes performance. There were 19 studies included review. Results showed composition positively relates teaching multicultural The revealed multiple resources, categorized either universal or unique settings, foster Depth experience with learners was found be an important characteristic high self-efficacy. Teacher related negatively burnout Extending JD-R model, also emerged predictor various cognitive outcomes, including attitudes toward expectations students. This shows is emerging area research. findings presented offer practical improving highlight areas future

Language: Английский

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The effect of teacher multicultural attitudes on self-efficacy and wellbeing at work

Social Psychology of Education, Journal Year: 2024, Volume and Issue: unknown

Published: June 12, 2024

Abstract Teachers are pivotal in creating safe and efficacious learning environments for ethnic minority students. Research suggests that teachers’ multicultural attitudes, self-efficacy, wellbeing at work may all play important roles this endeavor. Using survey data on 433 teachers Belgium, Denmark, Finland, Norway, Sweden, the United Kingdom, present study used structural equation models to analyze paths between attitudes work-related (work dedication exhaustion), whether self-efficacy mediates these paths. We further investigated how associations differ of reception classes migrant refugee students versus multi-ethnic mainstream classes. The results show positive were directly associated with high level dedication, but not exhaustion. Self-efficacy mediated association wellbeing, indicated by both higher lower Concerning role teacher’s class type, types teachers, whereas mediation low exhaustion was only evident teachers. To conclude, link should be acknowledged when designing professional development programs order create supportive competent

Language: Английский

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Stressing similarities or ignoring differences? Shedding light into different forms of color-evasive ideology with pre- and in-service teachers

Zeitschrift für Erziehungswissenschaft, Journal Year: 2021, Volume and Issue: 24(1), P. 135 - 153

Published: Feb. 1, 2021

Abstract The color-evasive ideology (commonly termed “colorblindness”) proposes that ethnic and cultural group memberships should be deemphasized. Yet there is a conceptual confusion around the meaning measurement of color-evasiveness, this construct not used consistently in international as well German literature. Our purpose to investigate whether two underlying forms (i.e., stressing similarities ignoring differences ) are distinct, albeit related, constructs. We tested hypothesis by applying these teachers’ diversity beliefs. In cross-sectional field studies conducted with pre-service teachers (Study 1, n = 210), in-service 2, 99), questionnaire items on loaded separate factors, providing better fit data than one-factor model. Mean scores types also differed substantially, indicating participants across mainly endorsed perspective. ideologies related differently other intergroup multiculturalism polyculturalism), showed different patterns psychosocial functioning culturally diverse classrooms diversity-related stress).

Language: Английский

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

Social Psychology of Education, Journal Year: 2021, Volume and Issue: 25(1), P. 75 - 112

Published: Nov. 19, 2021

Abstract 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, investigated the relationship teachers' multicultural appreciating diversity, their egalitarian focusing all students' similarities and assimilationist that students should conform mainstream context with academic achievement psychological adjustment as indicators We also explored these associations for non-immigrant students. Study 1 used data multicultural, egalitarian, German language ( N Teachers = 220) mathematics 245) teachers feelings helplessness in classes Students 2606) 2851) well satisfaction. 2 analyzed 456) self-concept 4722). Overall, multilevel analyses revealed no between any These findings challenge notion overall, effectively translate into

Language: Английский

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Be true to your school? Teachers’ turnover intentions: the role of socioeconomic composition, teachability perceptions, emotional exhaustion and teacher efficacy

Research Papers in Education, Journal Year: 2022, Volume and Issue: 39(1), P. 24 - 49

Published: June 23, 2022

Teacher turnover negatively impacts educational quality. This study investigates whether schools' socioeconomic composition (SES), teachers' teachability perceptions, emotional exhaustion and teacher efficacy impact intention to quit transfer schools. Through multilevel analysis on data of 1247 teachers in 59 Flemish schools, our results indicate that are more emotionally exhausted low-SES resulting stronger intentions association is explained through the lower levels ascribe students Intentions teaching do not vary across Efficacious show less intent partly due exhaustion.

Language: Английский

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Predicting the Culturally Responsive Teacher Roles With Cultural Intelligence and Self-Efficacy Using Machine Learning Classification Algorithms

Education and Urban Society, Journal Year: 2022, Volume and Issue: 55(6), P. 674 - 697

Published: April 13, 2022

This study aimed to predict the culturally responsive teacher roles based on cultural intelligence and self-efficacy using machine learning classification algorithms. The research group consists of 415 teachers from different branches. Bayes classifier (NaiveBayes), logistic-regression (SMO), lazy-classifier (KStar), meta-classifier (LogitBoost), rule-learner (JRip), decision-tree (J48) were employed in assessment predictive model. results indicated that JRip had a better performance than other classifiers predicting six attributes used study. classified as low, medium, or high with an accuracy 99.76% (CCI: 414/415) [Kappa statistic: 0.996, Mean Absolute Error (MAE): 0.003, Root Square (RMSE): 0.043, Relative (RAE): 0.663, Squared (RRSE): 9.244]. all acceptable but teachers.

Language: Английский

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Teachers’ acculturation in culturally diverse schools - How is the perceived diversity climate linked to intercultural self-efficacy?

Frontiers in Psychology, Journal Year: 2022, Volume and Issue: 13

Published: Oct. 21, 2022

While in the school context, acculturation is often studied relation to students of immigrant descent, current study applies an framework teachers mostly representing mainstream culture. Specifically, we investigated whether teachers' attitudes towards their mediate effects perceived cultural diversity climate at on intercultural self-efficacy culturally diverse classrooms. Analyses were based reports 186 (14% descent; Mage = 40.8; SDage 11.8, 73% female) 22 secondary schools Southwest Germany. Path analyses indicated that norms pluralism, and equality inclusion are directly positively associated with facets self-efficacy. Moreover, support for maintenance amongst was self- efficacy, but no mediation found between via attitudes. Implications teacher training, educational practice future research adjustment classrooms discussed.

Language: Английский

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