Teachers' multicultural personality traits as predictors of intercultural conflict management styles: Evidence from five European countries.
This study explored the influence of five multicultural personality traits (i.e., Cultural Empathy, Open-Mindedness, Social Initiative, Emotional Stability, Flexibility) in predicting management styles (i.e., Integrating, Obliging, Compromising, Dominating, Avoiding) adopted by teachers from five Eu...
| Published in: | International Journal of Intercultural Relations Vol. 87; pp. 51 - 65 |
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| Main Authors: | , , , , |
| Format: | research Journal Article |
| Published: |
Pergamon Press - An Imprint of Elsevier Science
Mar2022
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=156078486&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 156078486 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01471767 JHF jtl: International Journal of Intercultural Relations issn: 01471767 maglogo: N pubinfo: dt: Mar2022 vid: 87 pid: 2410 pub: Pergamon Press - An Imprint of Elsevier Science artinfo: ui: 156078486 156078486 156078486 10.1016/j.ijintrel.2022.01.006 156078486 ppf: 51 ppct: 14 formats: tig: atl: Teachers' multicultural personality traits as predictors of intercultural conflict management styles: Evidence from five European countries. aug: au: Vallone, Federica Dell'Aquila, Elena Dolce, Pasquale Marocco, Davide Zurlo, Maria Clelia affil: University of Naples Federico II, Department of Humanities, Italy sug: subj: Cultural Diversity Personality Teachers Management Styles Conflict (Psychology) Human Austria Belgium Germany Italy Spain Sociodemographic Factors Schools, Secondary Emotions ab: This study explored the influence of five multicultural personality traits (i.e., Cultural Empathy, Open-Mindedness, Social Initiative, Emotional Stability, Flexibility) in predicting management styles (i.e., Integrating, Obliging, Compromising, Dominating, Avoiding) adopted by teachers from five European countries (Austria, Belgium, Germany, Italy, Spain) to deal with intercultural conflict that may arise within classes with and between students. Potential differences according to socio-demographic characteristics (i.e., Gender, Age, Working Seniority, Country of belonging) were also examined. Data from 589 secondary school teachers indicated that teachers who were more open-minded reported greater adoption of Integrating and Obliging styles when managing intercultural conflicts with and between students; while teachers who were less culturally empathic and flexible were more likely to adopt the Dominating style, and those who possess lower social initiative and flexibility were more likely to adopt the Avoiding style. Teachers who possess lower levels of emotional stability showed greater adoption of the Obliging style. Differences across socio-demographic characteristics were also found. Findings provided evidence to develop interventions aiming to foster effectiveness in classroom management of intercultural conflicts by underlining how multicultural personality may influence teachers' ways to act and adjust to the educational demands of the increasingly multicultural school environment. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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