Teachers’ beliefs and characteristics predictive of their willingness to cultivate a safe, ethnically inclusive school environment
Khanolainen, D., Nesterova, Y., Semenova, E., Fatkhulova, E., & Trach, J. (2024). Teachers’ beliefs and characteristics predictive of their willingness to cultivate a safe, ethnically inclusive school environment. International Journal of Educational Research, 127, Article 102420. https://doi.org/10.1016/j.ijer.2024.102420
Julkaistu sarjassa
International Journal of Educational ResearchTekijät
Päivämäärä
2024Tekijänoikeudet
© 2024 The Author(s). Published by Elsevier Ltd.
This study fills an important gap in our understanding of how teachers’ beliefs and characteristics influence their willingness to engage in classroom practices that promote ethnic inclusivity and prevent ethnicity-based exclusion and conflicts among students. A sample of 454 in-service Russian teachers completed an online survey that included questions asking about teachers’ own ethnic background, the ethnic diversity of their school, their beliefs about multiculturalism, empathic anger experienced in response to witnessing ethnicity-based mistreatment, and job satisfaction. The results revealed that positive multicultural beliefs, empathic anger, and job satisfaction were positively predictive of teachers’ willingness to promote ethnic inclusivity in the classroom.
Julkaisija
ElsevierISSN Hae Julkaisufoorumista
0883-0355Asiasanat
Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/233291404
Metadata
Näytä kaikki kuvailutiedotKokoelmat
Rahoittaja(t)
Suomen AkatemiaRahoitusohjelmat(t)
Muut, SALisätietoja rahoituksesta
This research project did not receive any specific funding but Daria Khanolainen has received funding in the form of salary from the EDUCA Flagship (2024-2028), funded by the Finnish Flagship Programme of the Research Council of Finland (grant agreement No. 358924).Lisenssi
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