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Die Erziehungswissenschaftlerin Petra Buchwald und der Psychologe Tobias Ringeisen verwenden in ihrem Beitrag Hofstedes vierdimensionales Kulturmodell als Ausgangspunkt zur Darstellung kultureller Einflüsse im Denken und Fühlen von Lehrenden und Schülern, um auf dieser Basis Bewältigungsstrategien von Lehrenden im interkulturellen Kontext zu untersuchen.
In times of globalisation, dealing with intercultural conflicts has become a major challenge for teachers at school. However, existing research has been limited to an explorative analysis of conflict categories and associated coping behaviour, without addressing the complexity of multinational education settings (Ringeisen et al. 2006, Ringeisen et al. 2007a). In response, the current study examined quality and efficacy of intercultural coping within a theoretical framework, the multiaxial coping model (Hobfoll 1989, Hobfoll 1998). Based on qualitative content analysis of 132 semi-structured interviews with teachers, all reported coping behaviours could be classified within the model. Roughly half were identified as "cautious action", followed by assertiveness (16%) and indirect action (10%). Sex differences were most prominent on the prosocial-antisocial dimension, with women engaging in more prosocial (cautious action and social joining) and men in more self-centered social strategies (antisocial action, aggressive action and seeking social support). Reported efficacy was highest for the three most frequent strategies, as well as for antisocial and aggressive action. In essence, the current study provides first evidence that the multiaxial coping model may serve as a helpful framework not only to theoretically classify coping efforts with regard to intercultural stressors at schools, but also to understand their efficacy in relation to the cultural profile of the sample of interest. Eine Wirksamkeitsanalyse im Kontext des multiaxialen Coping-Modells.