scholarly journals Principal’s Practices and School’s Collective Efficacy to Preventing Bullying: The Mediating Role of School Climate

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110525
Author(s):  
Ana Carolina Reyes-Rodríguez ◽  
Angel Alberto Valdés-Cuervo ◽  
José Angel Vera-Noriega ◽  
Lizeth Guadalupe Parra-Pérez
Keyword(s):  
School Climate ◽  
Collective Efficacy ◽  
Latent Variable ◽  
Critical Role ◽  
Teaching Experience ◽  
Bullying Prevention ◽  
Self Report ◽  
Equation Modeling ◽  
Teachers Perceptions ◽  
Perceptions Of School

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.

scholarly journals Toward an Instructional WTC-Mediated Model for L2 Classroom Interaction

SAGE Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. 215824402094352
Author(s):  
Chaochang Wang ◽  
Wen-Ta Tseng
Keyword(s):  
Structural Equation ◽  
Critical Role ◽  
Classroom Interaction ◽  
Group Analysis ◽  
Teaching Experience ◽  
Equation Modeling ◽  
Causal Relationships ◽  
Teaching Behaviors ◽  
Teaching Behavior ◽  
Teachers Attitudes

This study examined the mediating roles of two forms of willingness to communicate (WTC) in the relationship between teachers’ attitudes toward classroom interaction and L2 classroom teaching behaviors. Classroom interaction is held to be pivotal in the acquisition of a second language, and the attitudes of L2 teachers toward it may play a critical role in determining their instructional willingness to integrate it into their teaching and the extent to which it features in their teaching behavior. However, few studies advance this line of research. To address the research gap on this issue, the purpose of this study is to establish an empirical model to examine the causal relationships between the attitudes of L2 teachers toward classroom interaction, their instructional willingness, and their teaching behavior. The empirical data consist of survey responses from 410 Taiwanese high school teachers of English. The structural equation modeling (SEM) results showed that both the general form and the instructional form of WTC significantly mediated the causal relationships between teachers’ attitudes toward classroom interaction and teachers’ L2 teaching behaviors. A multi-group analysis further showed that the two forms of WTC played a more salient mediating role in the practice of senior teachers, defined as those with more than 10 years of teaching experience, than in the practice of junior teachers, defined as those with 10 years or less teaching experience. The research and pedagogical implications are presented in light of the research findings.

A meta-analytic perspective on school climate studies in Turkey: The impact of some demographic variables

2017 ◽  
Vol 7 (3) ◽  
pp. 453-482
Author(s):  
Emre Sönmez ◽  
Ferudun Sezgin
Keyword(s):  
School Climate ◽  
Significant Influence ◽  
Meta Analysis ◽  
Demographic Variables ◽  
Teachers Perceptions ◽  
Study Results ◽  
Doctoral Dissertations ◽  
The Impact ◽  
Climate Studies ◽  
Perceptions Of School

The purpose of this study is to analyze teachers' perceptions of school climate by gender and branch and have an overall idea on this issue. Meta-analysis method was employed in this study. Master's theses and doctoral dissertations as well as academic articles published in peer-reviewed journals dwelling on teachers' views on school climate in Turkey were analysed through various databases. A total of 30 studies meeting the criteria for inclusion in the study were included. In the analysis of research data, a random effects model was used. Results indicate that gender has no significant influence on the dimensions of disengagement, directiveness, and supportiveness of school climate, but has a significant influence on the dimensions of restrictiveness and intimacy. Gender was seen to have a significant but low influence on restrictiveness in favour of male teachers and on intimacy on behalf of female teachers. According to the study results, branch does not have a significant influence on the dimensions of school climate except for disengagement. Branch was seen to have a significant but low impact on disengagement in favour of subject teachers. In this sense, it was concluded that superficial variables like gender and branch do not have any determining influence on teachers' perceptions of school climate. Therefore, it may be recommended for researchers to study more primary factors concerning school climate.

scholarly journals The Role of Bystander Perceptions and School Climate in Influencing Victims' Responses to Bullying: To Retaliate or Seek Support?

2013 ◽  
Vol 2013 ◽  
pp. 1-10 ◽  
Author(s):  
Sarah Lindstrom Johnson ◽  
Tracy Evian Waasdorp ◽  
Katrina Debnam ◽  
Catherine P. Bradshaw
Keyword(s):  
School Climate ◽  
Hierarchical Linear Modeling ◽  
School Safety ◽  
Bullying Prevention ◽  
Linear Modeling ◽  
Gender Influence ◽  
Bullying Prevention Programs ◽  
Being Bullied ◽  
Perceptions Of School

In order to reduce aggressive responses to bullying, schools nationwide have begun to implement bullying prevention programs that advise students to tell an adult, walk away, or ask the bully to stop. While previous work has demonstrated that individual differences (e.g., gender) influence the likelihood of students choosing assertive responses in lieu of aggressive responses, there has been less research on understanding how aspects of the school climate affect students’ responses to bullying. This study explores how perceptions of teacher and student intervention as well as perceptions of school safety and connectedness influence students’ likelihood of responding aggressively (i.e., retaliating) or seeking support from an adult. These data come from an online school climate survey administered to 25,308 students in 58 high schools. Three-level hierarchical linear modeling was conducted on a subset of 6,493 students who reported being bullied in the past year. Results suggest that bystander perceptions and school climate play a role in influencing students’ responses to bullying, both by decreasing the likelihood of victims using an aggressive response and increasing their likelihood of seeking support from school staff. Interventions that focus more holistically on changing school climate may better interrupt the cycle of violence.

scholarly journals Relationship between teachers' philosophical beliefs about education and their perceptions of school climate

2020 ◽  
Vol 10 (3) ◽  
pp. 635-654
Author(s):  
Fatih Şahin
Keyword(s):  
School Climate ◽  
Educational Philosophy ◽  
Educational Beliefs ◽  
Teachers Perceptions ◽  
Philosophical Beliefs ◽  
Teachers Beliefs ◽  
Climate Scale ◽  
The Relationship ◽  
Academic Year ◽  
Perceptions Of School

This study investigated the relationship between teachers' educational beliefs and their perceptions about school climate. The study was designed as a correlational survey model. The sample included 357 teachers working in the central districts of Van province in 2019-2020 academic year. "Educational Beliefs Scale" and "School Climate Scale" were used as data collection tools. Correlational and regression analyses were carried out to explore the relationships among the study variables. According to the results, teachers' beliefs about contemporary philosophical approaches were strong. In terms of teachers' perceptions of school climate, all scores were close to each other, but higher scores were found in directive and supportive school climates. Results concerning the relationship between education beliefs and school climate showed that teachers having progressivist and existentialist education beliefs saw their schools as more supportive and directive while teachers having a reconstructionist educational philosophy perceived their schools as more directive and restrictive. Teachers adopting a perennialist educational belief interestingly described their schools as more supportive, directive and intimate. As expected, teachers who follow essentialist beliefs in education regarded their schools as more restrictive in terms of climate. The results of the study indicated that teachers' philosophical beliefs about education were, although at a low level, a significant predictor of their perception of school climate.

scholarly journals Modifiable Risk Factors Mediate Associations Between Socioeconomic Position and Cardiovascular Disease Morbidity and Mortality

2021 ◽  
Vol 5 (Supplement_2) ◽  
pp. 167-167
Author(s):  
Sara Nejatinamini ◽  
David Campbell ◽  
Jenny Godley ◽  
Leia Minaker ◽  
Tolulope Sajobi ◽  
...  
Keyword(s):  
Risk Factors ◽  
Community Health ◽  
Socioeconomic Position ◽  
Latent Variable ◽  
Self Report ◽  
Morbidity And Mortality ◽  
Equation Modeling ◽  
Mortality Data ◽  
Modifiable Risk Factors ◽  
Targeted Interventions

Abstract Objectives Morbidity and mortality from cardiovascular diseases (CVDs) are higher among individuals with a lower, compared to those with a higher socioeconomic position (SEP). However, the contribution of modifiable risk factors to these inequities is not known. This study aimed to examine whether and to what extent modifiable risk factors mediate associations between SEP and CVD morbidity and mortality in a nationally representative sample of Canadian adults. Methods We used a population-based prospective observational cohort design whereby participants who completed the Canadian Community Health Survey (2000–2011; n = 289,800) were followed longitudinally for CVD morbidity and mortality using administrative health and mortality data in the Discharge Abstract Database and the Canadian Mortality Database until 31 March 2013. Participants were included if they were at least 35 years of age and did not self-report CVD at the time of survey administration. The exposure of interest was SEP, which was measured as a latent variable consisting of annual household income and educational attainment. Potential mediators included smoking, physical inactivity, obesity, diabetes, and hypertension. The primary outcome of interest was CVD morbidity and mortality, which was defined as the first fatal or nonfatal CVD event that occurred during follow-up (6.2 years). Generalized structural equation modeling was used to test the mediating effects of modifiable risk factors in associations between SEP and CVD morbidity and mortality. Results SEP was associated with CVD morbidity and mortality. Modifiable risk factors mediated 80% of associations between SEP and CVD morbidity and mortality. Smoking was the most important mediator of these associations. Obesity mediated associations between SEP and CVD individually and jointly with diabetes or hypertension. Conclusions These findings point to modifiable risk factors as potential targets for interventions to reduce inequities in CVD morbidity and mortality. Knowledge of pathways linking SEP with CVD is essential to inform targeted interventions to reduce socioeconomic inequities in CVD morbidity and mortality. Funding Sources This study was funded by a Libin Cardiovascular Research Institute of Alberta Innovation Seed Grant and the Petro-Canada Young Innovator Award in Community Health.

Teachers' Perceptions of School Climate

2007 ◽  
Vol 67 (5) ◽  
pp. 833-844 ◽  
Author(s):  
Bruce Johnson ◽  
Joseph J. Stevens ◽  
Keith Zvoch
Keyword(s):  
School Climate ◽  
Teachers Perceptions ◽  
Perceptions Of School

scholarly journals Associations Between Psychopathy and the Trait Meta-Mood Scale in Incarcerated Males: A Combined Latent Variable- and Person-Centered Approach

2019 ◽  
Vol 47 (3) ◽  
pp. 331-351 ◽  
Author(s):  
Carlo Garofalo ◽  
Craig S. Neumann ◽  
Daniel Mark
Keyword(s):  
Latent Variable ◽  
Structural Equation ◽  
Latent Profile Analysis ◽  
Current Knowledge ◽  
Profile Analysis ◽  
Self Report ◽  
Equation Modeling ◽  
Adult Males ◽  
Interpersonal Traits ◽  
Mood Scale

The present study sought to replicate and extend current knowledge on the relevance of emotion regulation (ER) for psychopathy. In a large sample of incarcerated adult males ( N = 578), latent profile analysis (LPA) and structural equation modeling (SEM) were employed to examine person- and variable-centered associations between self-reported ER and both self-report and clinical ratings of psychopathy. With LPA, participants were classified into three profiles corresponding to low, medium, and high ER. The low-ER profile displayed higher affective traits across psychopathy assessments compared with the other profiles. The same pattern of findings was evident for overt behavioral features of psychopathy, but not for interpersonal traits. SEM results were consistent with LPA findings: interpersonal (positively), affective, and lifestyle (negatively) facets had unique associations with a superordinate ER latent variable. Findings replicate and extend prior associations between psychopathy and ER and suggest differential links between ER and affective and interpersonal traits of psychopathy.

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