Teachers’ active responses to bullying: Does the school collegial climate make a difference?

Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F21%3A00538894" target="_blank" >RIV/68081740:_____/21:00538894 - isvavai.cz</a>
Alternative codes found
RIV/00216208:11230/21:10420570
Result on the web
<a href="https://www.tandfonline.com/doi/full/10.1080/17405629.2020.1865145" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/17405629.2020.1865145</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/17405629.2020.1865145" target="_blank" >10.1080/17405629.2020.1865145</a>

Result language
angličtina
Original language name
Teachers’ active responses to bullying: Does the school collegial climate make a difference?
Original language description
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.
Czech name
—
Czech description
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Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50101 - Psychology (including human - machine relations)

Project
<a href="/en/project/GA18-09443S" target="_blank" >GA18-09443S: Teachers' perspectives on peer exclusion among adolescents</a><br>
Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year
2021
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

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