Does Teachers’ Self-Efficacy buffer the negative relations between Bullying, Victimization and Students’ Self-Esteem? [CANCELLED CONFERENCE]

Aalst, van, D. (Speaker)

Activiteit: Academic event Academic

Description

Background
Teachers play an important role in identifying, preventing and reducing bullying in schools. However, not all teachers intervene in bullying situations, and one of the key explanatory reasons may be teachers’ self-efficacy (TSE). TSE is the extent to which teachers judge their ability to intervene effectively. Higher TSE is related to a higher likelihood to take action, and influences students’ experiences in the classroom. This study investigated direct and buffering effects of TSE on students’ self-esteem as a result of being a bully or being victimized.
Method
This study uses data from three time points within one primary school year of 5th grade Dutch students, and their 58 teachers. We constructed a scale of 6 items (α = .79) of TSE, and a scale of 6 items for students’ self-esteem (α≈.82 for each time point). Self-reported bullying and victimization were answered on a 5point Likert-scale.
Results
Being a bully and being victimized both negatively affect students’ self-esteem. There was a small but significant direct effect for TSE on students’ self-esteem. Surprisingly, TSE did not moderate (buffer) the association between self- or peer-reported victimization/bullying and students’ self-esteem.
Conclusion
These null-findings regarding TSE for bullies and victims raise questions about other important characteristics and factors that play a role in teachers’ abilities, likelihood, and actual behavior.
Periode22-jun-202025-jun-2020
Evenementstitel26th Biennial Meeting of the International Society for the Study
of Behavioural Development: null
EvenementstypeConference
LocatieRhodes, Greece
Mate van erkenningInternational