 Principal’s Practices and School’s Collective Efficacy to Preventing Bullying: The Mediating Role of School ClimateAna Carolina Reyes-RodrÃguez, Angel Alberto Valdés-Cuervo, José Angel Vera-Noriega and Lizeth Guadalupe Parra-Pérez SAGE Open, 2021, vol. 11, issue 4, 21582440211052551 Abstract: 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. Keywords: principal; teachers; school climate; school collective efficacy (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:11:y:2021:i:4:p:21582440211052551 DOI: 10.1177/21582440211052551 Access Statistics for this article More articles in SAGE Open |
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