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

Anneke Dubbeld*, N. de Hoog, Perry den Brok, R. Martens

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

1 Citation (Scopus)

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 characterizes 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 urbanized part of the Netherlands. Correlational, regression and variance analyses indicated that the highest levels of general and diversity-related burnout were found among teachers categorized 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.
Original languageEnglish
Pages (from-to)599-617
JournalIntercultural Education
Volume30
Issue number6
DOIs
Publication statusPublished - 11 Jan 2019

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