2022/05/21 by Kristel Tardif-Grenier, Kristel Tardif‐Grenier, Mélissa Goulet +2
Psychology · Social Sciences · #Affect (linguistics) #Context (archaeology) #Cultural diversity #Diversity (politics) #Early Childhood Education and Development #Geography #Openness to experience #Parental Involvement in Education #Pedagogy #Perception #Psychology #Social psychology #Sociology #Teacher Education and Leadership Studies
paper · doi:10.1177/00220574221101376
crossref issued 2022/05/21 · crossref published 2022/05/21 · crossref published-online 2022/05/21 · openalex publication_date 2022/05/21 · crossref created 2022/05/21 · crossref published-print 2024/01/01 · openalex created_date 2025/10/10 · crossref deposited 2026/04/29 · crossref indexed 2026/08/05 · openalex updated_date 2026/08/05
Teachers’ professional satisfaction promotes students’ educational success. Studies have shown that teaching in a context of high cultural diversity may affect teachers’ level of satisfaction (e.g., satisfaction with students, perceived warmth in the teacher–student relationship, sense of efficacy). This longitudinal study conducted among 69 Canadian elementary school teachers found that those who reported more openness to their students’ cultural diversity presented a more positive perception of students and reported greater warmth in their relationships with students but experienced a lower sense of professional efficacy. This study highlights the importance of teachers’ openness to cultural diversity, an understudied variable.