Teachers' Multicultural Attitudes and Perceptions of School Policy and School Climate in Relation to Burnout

Autor/inn/en	Dubbeld, Anneke; de Hoog, Natascha; den Brok, Perry; de Laat, Maarten
Titel	Teachers' Multicultural Attitudes and Perceptions of School Policy and School Climate in Relation to Burnout
Quelle	In: Intercultural Education, 30 (2019) 6, S.599-617 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2018.1538042
Schlagwörter	Teacher Burnout; Teacher Attitudes; School Policy; Cultural Awareness; Cultural Pluralism; Educational Environment; Urban Areas; Foreign Countries; Vocational High Schools; Correlation; High School Teachers; Acculturation; Profiles; Ethnic Groups; Student Diversity; Netherlands + Suchen Sie Ihr Suchwort? Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Lehrerverhalten; Schulpolitik; Cultural identity; Kulturelle Identität; Kulturpluralismus; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Urban area; Stadtregion; Ausland; Korrelation; High school; High schools; Oberschule; Lehrende; Akkulturation; Charakterisierung; Profilanalyse; Ethnie; Niederlande
Abstract	There is a growing number of ethnically and culturally diverse students in Dutch junior vocational high schools. This article examines teachers' multicultural attitudes, their perceptions of cultural diversity related to school policy and school climate, and the chance of general and diversity-related burnout. The present research also characterises teachers in terms of their multicultural attitudes and perceptions of school policy and climate through cluster analysis. Results are based on questionnaire data of 120 teachers, working at five locations of a multicultural junior vocational high school in a highly urbanised part of the Netherlands. Correlational, regression, and variance analyses indicated that the highest levels of general and diversity-related burnout were found among teachers categorised as assimilationist in attitude and who perceived their school as pluralistic. Teachers could be divided into three types of profiles: (1) relative assimilative attitude, (2) no pronounced assimilative attitude, and (3) moderate assimilative attitude. Teachers with the second profile showed the highest chance for burnout. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01