Twenty-second International Conference on Diversity in Organizations, Communities & Nations

Abstract

The study focuses on diversity in educational institutions, and suggests a framework for exploring perceptions of and approaches toward diversity in schools. The purpose of the research is to investigate teachers’ approaches and perspectives toward diversity in the classroom, in the Arab minority sector in Israel. The research covers teachers dealing with religious diversity, gender diversity and cognitive abilities amongst students. This research examines the relationship between teachers’ psychological and professional variables, such as: personality traits, authoritarianism, cognitive closure, teaching style and organisational culture of the school, and teachers’ approaches toward diversity. The research suggests how dealing with diversity is related to: (1) Teacher Well-Being and (2) Teacher Burnout. In addition, the research deals with teachers’ approaches toward diversity during the e-learning in times of COVID-19. A mixed method methodology was conducted in this research: Part A: A quantitative study that focuses on the perceptions and attitudes of teachers toward diversity through questionnaire. Part B: A qualitative study aimed at identifying and characterizing the coping strategies of teachers with diversity with a special focus on diversity in site of COVID-19. The conceptualization and methodology of the DOPA model that is used in this research can contribute to the theoretical and practical understanding of diversity in organizations in general and at schools in particular, for research and the mapping of diversity. In addition, the study may serve as an empirical basis for building intervention programs, developing professional skills and assisting teachers in coping with heterogeneous student populations and the challenges involved.