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

Kód výsledku v 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>

Nalezeny alternativní kódy

RIV/00216208:11230/21:10420570

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

<a href="/cs/project/GA18-09443S" target="_blank" >GA18-09443S: Pohled učitelů na vrstevnickou exkluzi mezi adolescenty</a><br>

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

European Journal of Developmental Psychology

ISSN

1740-5629

e-ISSN

1740-5610

Svazek periodika

18

Číslo periodika v rámci svazku

6

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

16

Strana od-do

912-927

Kód UT WoS článku

000605438200001

EID výsledku v databázi Scopus

2-s2.0-85099311782