We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
Principal's Practices and School's Collective Efficacy to Preventing Bullying: The Mediating Role of School Climate.
- Authors
Reyes-Rodríguez, Ana Carolina; Valdés-Cuervo, Angel Alberto; Vera-Noriega, José Angel; Parra-Pérez, Lizeth Guadalupe
- 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.
- Publication
SAGE Open, 2021, Vol 11, Issue 4, p1
- ISSN
2158-2440
- Publication type
Article
- DOI
10.1177/21582440211052551