Teachers in intercultural problem situations: The influence of ethnic attitudes

In a questionnaire study, 356 teachers from Hesse and North Rhine Westphali a (Germany) were asked to describe their handling of intercultural differen ces and conflicts in the classroom. Respondents report pedagogical meaningf ul reactions in that they prefer to discuss problems with single students o r in the classroom. Punishment is used comparably seldom. Between different types of schools differences in the use of pedagogically useful discussion techniques and punishment were found. However, the use of these reactions is primarily determined by the perceived threat of the situation. Looking a t individual predictors, in addition to the general effects of perceived th reat teachers' authoritarianism, their perceived social support, individual acculturation goals, and perceived effectiveness of school interventions f or the solution of intercultural problems were significant predictors of th eir reactions to intercultural differences and conflicts.