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

Journal Article


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.

UOW Authors


  •   Dubbeld, Anneke (external author)
  •   De Hoog, Natascha (external author)
  •   Den Brok, Perry (external author)
  •   De Laat, Maarten

Publication Date


  • 2019

Citation


  • Dubbeld, A., De Hoog, N., Den Brok, P. & de Laat, M. (2019). Teachers’ multicultural attitudes and perceptions of school policy and school climate in relation to burnout. Intercultural Education, Online First 1-19.

Scopus Eid


  • 2-s2.0-85059918131

Number Of Pages


  • 18

Start Page


  • 1

End Page


  • 19

Volume


  • Online First

Place Of Publication


  • United Kingdom

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.

UOW Authors


  •   Dubbeld, Anneke (external author)
  •   De Hoog, Natascha (external author)
  •   Den Brok, Perry (external author)
  •   De Laat, Maarten

Publication Date


  • 2019

Citation


  • Dubbeld, A., De Hoog, N., Den Brok, P. & de Laat, M. (2019). Teachers’ multicultural attitudes and perceptions of school policy and school climate in relation to burnout. Intercultural Education, Online First 1-19.

Scopus Eid


  • 2-s2.0-85059918131

Number Of Pages


  • 18

Start Page


  • 1

End Page


  • 19

Volume


  • Online First

Place Of Publication


  • United Kingdom