The Role of Teachers in Bullying: The Relation between Antibullying Attitudes, Efficacy, and Efforts to Reduce Bullying

Autor/inn/en	Veenstra, René; Lindenberg, Siegwart; Huitsing, Gijs; Sainio, Miia; Salmivalli, Christina
Titel	The Role of Teachers in Bullying: The Relation between Antibullying Attitudes, Efficacy, and Efforts to Reduce Bullying
Quelle	In: Journal of Educational Psychology, 106 (2014) 4, S.1135-1143 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0036110
Schlagwörter	Teacher Role; Bullying; Prevention; Teacher Behavior; Student Behavior; Elementary School Students; Teacher Effectiveness; Peer Relationship; Peer Influence; Online Surveys; Questionnaires; Self Efficacy; Regression (Statistics); Foreign Countries; Interaction; Teacher Characteristics; Student Characteristics; Correlation; Finland + Suchen Sie Ihr Suchwort? Lehrerrolle; Mobbing; Prävention; Vorbeugung; Teacher behaviour; Lehrerverhalten; Student behaviour; Schülerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Peer-Beziehungen; Fragebogen; Self-efficacy; Selbstwirksamkeit; Regression; Regressionsanalyse; Ausland; Interaktion; Korrelation; Finnland
Abstract	In order to battle bullying, it can be important for students to have teachers whom they see as taking an active stand against bullying in terms of propagating antibullying norms and having an efficacious approach to decreasing bullying. This expectation was tested with data from the control schools of the Finnish evaluation of the KiVa antibullying program. Multilevel analyses of data from 2,776 fourth- to sixth-graders showed that students' perceptions of their teachers' efficacy in decreasing bullying was related to a lower level of peer-reported bullying. Students' perceptions of their teachers' efforts to decrease bullying, however, was cross-sectionally related to a higher level of peer-reported bullying, but over time was related to a reduction in peer-reported bullying. In classes where teachers were not perceived as efficacious and had to exert a great deal of effort to reduce bullying, students with probullying attitudes and without antibullying effort had the highest level of bullying. The current findings show that teachers can play an important role in antibullying programs and should be seen as targets of intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01