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01-01-2015 | Uitgave 1/2015

Teacher Characteristics and Peer Victimization in Elementary Schools: A Classroom-Level Perspective

Tijdschrift:: Journal of Abnormal Child Psychology > Uitgave 1/2015

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

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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.

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Titel: Teacher Characteristics and Peer Victimization in Elementary Schools: A Classroom-Level Perspective
Auteurs:: Beau Oldenburg
Marijtje van Duijn
Miranda Sentse
Gijs Huitsing
Rozemarijn van der Ploeg
Christina Salmivalli
René Veenstra
Publicatiedatum: 01-01-2015
DOI: https://doi.org/10.1007/s10802-013-9847-4
Uitgeverij: Springer US
Tijdschrift: Journal of Abnormal Child Psychology An official publication of the International Society for Research in Child and Adolescent Psychopathology
Uitgave 1/2015
Print ISSN: 0091-0627
Elektronisch ISSN: 1573-2835

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