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.
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.
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.
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.
|Periode||22-jun-2020 → 25-jun-2020|
|Evenementstitel||26th Biennial Meeting of the International Society for the Study|
of Behavioural Development: null
|Mate van erkenning||International|