Navigating Heterogeneous Classrooms: Multivariate Insights From German Primary Schools

• In Event: Advances in Learning Environments Research

Abstract

Classroom heterogeneity, encompassing differences in student achievement, ethnicity, and socio-economic background, can enrich learning but also challenge teachers. This study examines relationships between multidimensional classroom heterogeneity, teacher stress, and instruction, considering potential teacher resources. Analyzing data from 1,229 German primary school classrooms (10-year-olds), we found no direct correlation between heterogeneity and teacher stress. However, heterogeneity was associated with slightly lower cognitive activation and greater variety in instructional methods. In highly heterogeneous classrooms, we identified two teacher profiles: 'challenged' and 'resilient'. 'Resilient' teachers showed less stress, better teaching, and more access to personal and job-related resources. This research highlights the need for enhanced teacher preparation and support to equip teachers with tools to transform educational challenges into opportunities in diverse classrooms.

Authors

• Svenja Hascher, Universität Potsdam

• Camilla Rjosk, Universität Potsdam

• Claudia Neuendorf, University of Potsdam