| 1. |
- Aalto, Sanni, et al.
(author)
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The effect of teacher multicultural attitudes on self-efficacy and wellbeing at work
- 2024
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In: Social Psychology of Education. - : Springer. - 1381-2890 .- 1573-1928.
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Journal article (peer-reviewed)abstract
- Teachers are pivotal in creating safe and efficacious learning environments for ethnic minority students. Research suggests that teachers' multicultural attitudes, self-efficacy, and wellbeing at work may all play important roles in this endeavor. Using survey data on 433 teachers in Belgium, Denmark, Finland, Norway, Sweden, and the United Kingdom, the present study used structural equation models to analyze the paths between teachers' multicultural attitudes and work-related wellbeing (work dedication and exhaustion), and whether self-efficacy mediates these paths. We further investigated how these associations differ between teachers of reception classes for migrant and refugee students versus teachers of multi-ethnic mainstream classes. The results show that positive multicultural attitudes were directly associated with high level of work dedication, but not with work exhaustion. Self-efficacy mediated the association between multicultural attitudes and work-related wellbeing, indicated by both higher work dedication and lower work exhaustion. Concerning the role of teacher's class type, self-efficacy mediated the association between positive multicultural attitudes and work dedication for both types of teachers, whereas the mediation to low work exhaustion was only evident in mainstream class teachers. To conclude, teachers' multicultural attitudes and work-related wellbeing are mediated by self-efficacy and this important link should be acknowledged when designing professional development programs in order to create supportive and competent learning environments for all students.
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| 2. |
- Szelei, Nikolett, et al.
(author)
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"If we don't adapt, we lose some parents". Collaborations with migrant families in the context of student wellbeing
- 2024
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In: Pastoral Care in Education. - 0264-3944 .- 1468-0122.
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Journal article (peer-reviewed)abstract
- Based on focus group discussions with secondary school teachers in Denmark, Finland, and Sweden, we investigated teachers' views on home-school collaborations with migrant families in the context of student wellbeing. We asked 1) what roles and strategies constituted home-school collaborations in teachers' views, 2) what norms of belonging characterized teachers' perceptions on collaborations; and, 3) to what extent teachers' perceptions of home-school collaborations reflected equity. The findings revealed two major themes: seeing parents in paradoxical roles and attempting to collaborate in a context of constraints. These themes were often underpinned by teachers' perceived 'ideals' on the educational, cultural-linguistic, familial and psychosocial characteristics of a 'family' and a 'parent'. These assemblages seemed to set belonging for migrant families on condition of meeting teacher-perceived ideals, and pointed to the necessity to enable plural belonging to a collaborative school community that fosters wellbeing.
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| 3. |
- Szelei, Nikolett, et al.
(author)
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Migrant Students’ Sense of Belonging and the Covid‐19 Pandemic : Implications for Educational Inclusion
- 2022
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In: Social Inclusion. - : Cogitatio. - 2183-2803. ; 10:2, s. 172-184
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Journal article (peer-reviewed)abstract
- This article investigates school belonging among migrant students and how this changed during the Covid‐19 pandemic.Drawing on quantitative data gathered from 751 migrant students in secondary schools in six European countries (Belgium,Denmark, Finland, Norway, Sweden, and the UK), we examined the impact of Covid‐19 school closures, social support, andpost‐traumatic stress symptoms on changes in school belonging. Linear regression showed a non‐significant decrease inschool belonging, and none of the studied variables had a significant effect on this change in our whole sample. However,sensitivity analysis on a subsample from three countries (Denmark, Finland, and the UK) showed a small but significantnegative effect of increasing post‐traumatic stress symptoms on school belonging during Covid‐19 school closures. Giventhat scholarship on school belonging during Covid‐19 is emergent, this study delineates some key areas for future researchon the relationship between wellbeing, school belonging, and inclusion.
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