Optimal Contact, Negative Stereotypes, and Teachers' Intercultural Self-Efficacy: A Mediation Model in Colombian In-Service Teachers

Abstract

Teachers' intercultural self-efficacy remains central to fostering inclusive practices in culturally diverse classrooms. Despite its educational relevance, few studies have examined relational and cognitive mechanisms underlying this perceived competence, particularly in Latin American contexts. Drawing on intergroup contact theory, this study investigated whether negative stereotypes mediate the relationship between teachers' intercultural contact experiences and intercultural self-efficacy. A cross-sectional survey included 322 in-service teachers in Colombia who completed self-report measures of the frequency and quality of intergroup contact, negative intergroup stereotypes, and intercultural self-efficacy. Mediation analyses revealed that optimal contact was associated with higher intercultural self-efficacy and lower endorsement of negative stereotypes. Negative stereotypes, in turn, were negatively associated with intercultural self-efficacy. The indirect effect of optimal contact on intercultural self-efficacy through negative stereotypes was significant, while the direct effect remained significant, supporting a partial mediation model. These findings highlight the relevance of addressing both intergroup contact experiences and stereotype-related beliefs in teacher education and professional development aimed at supporting intercultural competence.