Teachers' Active Responses to Bullying: Does the School Collegial Climate Make a Difference?

Autor/inn/en	Kollerová, Lenka; Soukup, Petr; Strohmeier, Dagmar; Caravita, Simona C. S.
Titel	Teachers' Active Responses to Bullying: Does the School Collegial Climate Make a Difference?
Quelle	In: European Journal of Developmental Psychology, 18 (2021) 6, S.912-927 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kollerová, Lenka) ORCID (Soukup, Petr) ORCID (Strohmeier, Dagmar) ORCID (Caravita, Simona C. S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-5629
DOI	10.1080/17405629.2020.1865145
Schlagwörter	Bullying; Teacher Behavior; Educational Environment; Teacher Collaboration; Collegiality; Teacher Administrator Relationship; Foreign Countries; Teacher Attitudes; Correlation; Teacher Student Relationship; Victims; Teacher Characteristics; Grade 6; Grade 8; Grade 9; Elementary School Teachers; Secondary School Teachers; Empathy; Self Efficacy; Czech Republic + Suchen Sie Ihr Suchwort? Mobbing; Teacher behaviour; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerkooperation; Kollegialität; Ausland; Korrelation; Teacher student relationships; Lehrer-Schüler-Beziehung; Victim; Opfer; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Empathie; Self-efficacy; Selbstwirksamkeit; Tschechische Republik
Abstract	The school collegial climate presents an important context for teacher professional activities. This study investigated whether teachers' perceptions of school collegial climate characteristics (teacher-leadership collaboration, teacher-teacher collaboration, and teacher-teacher communication) are associated with teachers' active responses to bullying. Four active responses (authority-based interventions, encouraging victim assertiveness, working with the bully, and enlisting other adults) were differentiated, and the effects of teacher characteristics (gender, teaching experience, empathy, and social self-efficacy) were controlled for. The sample comprised 740 teachers from 118 schools in the Czech Republic. The results of multilevel models revealed no significant effects of teacher-leadership collaboration. Individual-level perceptions of teacher-teacher collaboration were positively associated with authority-based interventions and school-level perceptions of teacher-teacher communication were positively associated with working with the bully. The findings suggest that efforts to promote teachers' active responses to bullying could include fostering collaboration and communication among teachers in the school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01