Inclusion in Israel: coping resources and job satisfaction as explanatory factors of stress in two cultural groups.

Autor/in	Braun-Lewensohn, Orna
Titel	Inclusion in Israel: coping resources and job satisfaction as explanatory factors of stress in two cultural groups.
Quelle	In: Journal of Research in Special Educational Needs, 15 (2015) 1, S. 12-24Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/j.1471-3802.2012.01241.x
Schlagwörter	Vergleich; Bewältigung; Regelklasse; Lehrer; Didaktik; Unterricht; Inklusion; Stress; Lösungsstrategie; Sonderpädagogik; Sonderpädagogische Förderung; Strategie; Ethnische Gruppe; Araber; Jude; Israel
Abstract	"The aim of this study was to explore the differences between the two cultural groups of Jewish and Arab teachers on several variables and to analyse their link to stress. Specifically, I examined sense of coherence (SOC), sense of school community and job satisfaction among regular Jewish and Arab teachers in regular schools and classes who have special education students in their classes. Furthermore, I investigated how the different coping resources - SOC and sense of school community - explain the stress reactions of state anxiety and state anger directly and indirectly via job satisfaction and also the direct prediction of stress by job satisfaction. Data were gathered from 634 Jewish and Arab teachers (80% Jews) who completed self-report questionnaires that measured SOC, sense of community, employee satisfaction inventory, state anxiety and state anger. Differences in SOC and sense of school community were found between the two groups such that Jews reported stronger SOC, and Arabs reported stronger sense of school community. Further differences were revealed in the links of the different coping resources to stress reactions. The results are discussed against the backdrop of cultural background and the salutogenic model." [Abstract: Site editor's information].
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2015/2