Teacher characteristics and peer victimization in elementary schools: A classroom-level perspective

Beau Oldenburg*, Marijtje van Duijn, Miranda Sentse, Gijs Huitsing, Rozemarijn van der Ploeg, Christina Salmivalli, René Veenstra

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

40 Citations (Scopus)

Abstract

The purpose of this study was to investigate whether there is an association between teacher characteristics and peer victimization in elementary schools. We used data of 3,385 elementary school students (M age = 9.8) and 139 of their teachers (M age = 43.9) and employed Poisson regression analyses to explain the classroom victimization rate. Results showed a higher victimization rate in the classrooms of teachers who attributed bullying to external factors-factors outside of their control. In addition, the results suggest that both teachers' perceived ability to handle bullying among students and teachers' own bullying history were positively associated with the classroom victimization rate. We also took into account classroom composition characteristics and found lower victimization rates in multi-grade classrooms and in classrooms with older students. The results support the notion of an association between teacher characteristics and peer victimization. Findings are discussed with regards to current literature and suggestions for future research are made.

Original languageEnglish
Pages (from-to)33-44
Number of pages12
JournalJournal of Abnormal Child Psychology
Volume43
Issue number1
Early online date7-Jan-2014
DOIs
Publication statusPublished - Jan-2015

Keywords

  • Teachers
  • Bullying
  • Peer victimization
  • Schools
  • Classroom characteristics
  • BEHAVIOR
  • BELIEFS
  • ATTRIBUTION
  • PREDICTORS
  • ATTITUDES
  • STUDENTS
  • BULLIES
  • ABILITY
  • MODEL
  • VIEWS

Cite this