Abstract
Differences in bullying rates between schools could be explained by school efficacy. This study examined the relationships among teachers’ perceptions of principals’ practices, school climate, and school collective efficacy to prevent bullying. The sample comprises 403 Mexican elementary-school teachers; 35% were male, and 65% were female. The teaching experience ranged from 2 to 35 years ( M = 13.2 years, SD = 9.1). Teachers answered self-report measures. A latent variable structural equation modeling (SEM) approach was used. SEM model indicated that principal’s bullying prevention was directly related to a positive school climate, but they did not influence teachers’ perceptions of school collective efficacy. Also, principals’ support for teachers’ antibullying practices positively affected school climate and school collective efficacy. Both principal involvement and support had an indirect relationship with school collective efficacy. Overall, findings suggest that the principal has a critical role in promoting teachers’ perceptions of school collective efficacy in bullying prevention.
Highlights
Bullying is associated with severe short and long-term physical, psychological, and behavioral disorders (Bradshaw, 2015; Fullchange & Furlong, 2016; Holt et al, 2015; Schoeler et al, 2018; Wolgast & Donat, 2019)
The results show that teachers’ perception of principals’ involvement and support positively correlates to school collective efficacy
The study confirms the value of a dynamic school improvement model (DASI; Creemers & Kyriakides, 2010; Kyriakides et al, 2014) on bullying research
Summary
The scale was developed to measure teachers’ perceptions of principals’ involvement in bullying prevention It comprises 10 items in Likert-type format (1 = Never to 5 = Always) grouped in three dimensions: (a) Schoolwide practices, principal’s activities to. The scale comprises 7 items (e.g., Teaching staff of this school can solve bullying situations, α = .79, ω = .80) in five-point Likert-type response format (0 = none 0% to 4 = everyone 100%). This variable was measured through years of experience teaching in elementary school This variable was controlled to account for the differences in the school collective efficacy related to this variable (Burger et al, 2015; Wolters & Daugherty, 2007; Yoon et al, 2011) rather than the principal’s involvement and support
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