ArticlePsychological reports2026
Multicultural Efficacy Beliefs in Higher Education: Examining University Instructors' Burnout and Mental Well-Being.
Article in Psychological reports, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed.
- Sleep and workload mediate the relationship between digital engagement and burnout: a national cross-sectional study of university faculty in India.Archives of public health = Archives belges de sante publique · 2026Article
- The Impact of Social Support on Burnout among Lecturers: A Systematic Literature Review.Behavioral sciences (Basel, Switzerland) · 2024Review
Corrections and comments
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Authors and funding
3 authors.
Funding
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Abstract
Canadian universities are experiencing a dramatic increase in enrollment of students from diverse backgrounds. Evidence suggests many educators are not prepared to teach in multicultural contexts. Educators' lack of preparedness to teach in such contexts may lead them to develop burnout, which can negatively impact their mental and professional well-being. However, self-efficacy beliefs may buffer against job burnout and promote mental well-being. Hence, multicultural efficacy is an important factor for teaching in multicultural settings. In this study, we examined the relationships of multicultural efficacy with university instructors' burnout and mental well-being. A total of 158 faculty and sessional instructors were recruited from four prominent higher education institutions in Canada. The results revealed that multicultural efficacy was significantly related to the Personal Accomplishment facet of burnout and mental well-being, even after controlling variance accounted for by demographics, job-related characteristics, teaching self-efficacy, and colour-blind racial attitudes. These findings indicate that domain specific multicultural efficacy and general teaching self-efficacy are distinct constructs. Further, findings may inform the development of training opportunities and diversity-related workshops to enhance university instructors' awareness of diversity, social justice issues, and multicultural efficacy to better equip them for instruction in multicultural classrooms.
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