In what conditions are intercultural practices implemented in disadvantaged and diverse settings in Portugal? Associations with professional and organization-related variables

Unveiling the black box: exploring teachers’ approaches to ethnic victimization incidents at school

“…A noteworthy finding of the present study is that teachers' efficacy in handling disruptive behaviors in class, rather than their efficacy in dealing with diversity-related issues (e.g., promoting inclusion and tolerating differences) explains their responses to victimization incidents, particularly in terms of comforting the victims and enlisting parents. This finding aligns with previous research indicating that teachers' general efficacy (i.e., general sense of capability to deal with challenging situations and disruptive behaviors) was more strongly associated with their implementation of intercultural practices (Maio et al, 2022). However, it contradicts with another study emphasizing the role of diversity-related self-efficacy in fostering teachers' intercultural practices in the classroom (Romijn et al, 2020).…”

“…The first study, conducted in four different European countries, revealed that teachers with higher diversity-related selfefficacy beliefs were more inclined to organize class activities to enhance cultural knowledge, and tended to ensure that class materials reflect cultural diversity, and create a warm and inclusive environment (Romijn et al, 2020). The second study, carried out in Portugal, highlighted that not only cultural/linguistic self-efficacy, but also general self-efficacy was positively linked with teachers' implementation of intercultural practices (Maio et al, 2022). Based on these findings, it is plausible to argue that a sense of efficacy might empower teachers to oversee the academic and social dynamics within a diverse classroom setting.…”