Do teachers experience more burnout due to ethnic prejudice? The Role of Teachers' Implicit Attitudes and Expectations and Explicit Prejudices Toward Ethnic Minority Students in Experiencing Stress.

Research into burnout related to diversity has yielded mixed results. Various factors have been examined in this context, such as the composition of ethnic backgrounds within schools. This study posits that burnout among teachers may stem from their implicit attitudes and expectations toward ethnic minority students, which tend to be negative, rather than from explicit prejudices, which tend to be positive. To explore this, two different implicit measures—the Implicit Association Test and the Relational Responding Task—were employed, along with a scale to gauge ethnic prejudices. The findings revealed that both implicit attitudes toward ethnic minority students and implicit expectations of their performance were negative. However, only implicit attitudes were predictive of teachers' burnout, while explicit prejudice levels were low and did not correlate with burnout. These results underscore the significance of teachers' implicit attitudes toward ethnic minority students for their own well-being. Future research should delve deeper into this connection to gain a more comprehensive understanding of the role of implicit factors in burnout development.