Abstract
Cultural diversity, which poses both challenges and opportunities in a multicultural education setting, necessitates recognising factors that promote multicultural identities of educators to maximise multicultural attitudes for their wellbeing and performance. This study employs structural equation modelling to examine the determinants of multicultural identities from the perspective of the cognitive-developmental model of social identity integration (CDMII) framework. Categorisation, compartmentalisation, and integration were hypothesised to explain multicultural identity and its effect on well-being and performance. Purposive sampling via survey method involved 288 educators from Malaysian Universities. The findings confirmed that multicultural identity constructs have direct and significant relationship with well-being and well-being has direct and positive relationship with the performance of multicultural team.
A Journal Editor’s Identity Journey: An Autoethnography of Becoming, Being, and Beyond
