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Being a good or a just teacher
- In two cross-sectional questionnaire studies with N = 2,931 German students, aged between 12 and 17 years (M = 14.1, SD = 0.5), we investigated the relation between students’ bullying behavior and their personal belief in a just world (BJW). We considered students’ personal experience of teacher justice as a possible mediator in this relation and investigated whether the students’ experiences of their teachers’ classroom management explained bullying behavior in addition to personal BJW and teacher justice, while statistically controlling for sex and school type. In both studies, multilevel modeling results showed that the more students endorsed personal BJW and the more they evaluated their teachers’ behavior toward them personally as being just, the less likely they were to report that they bullied others. The students’ personal experience of teacher justice mediated the association of personal BJW with bullying. Furthermore, the students’ personal experience of classroom management significantly predicted bullying in addition toIn two cross-sectional questionnaire studies with N = 2,931 German students, aged between 12 and 17 years (M = 14.1, SD = 0.5), we investigated the relation between students’ bullying behavior and their personal belief in a just world (BJW). We considered students’ personal experience of teacher justice as a possible mediator in this relation and investigated whether the students’ experiences of their teachers’ classroom management explained bullying behavior in addition to personal BJW and teacher justice, while statistically controlling for sex and school type. In both studies, multilevel modeling results showed that the more students endorsed personal BJW and the more they evaluated their teachers’ behavior toward them personally as being just, the less likely they were to report that they bullied others. The students’ personal experience of teacher justice mediated the association of personal BJW with bullying. Furthermore, the students’ personal experience of classroom management significantly predicted bullying in addition to personal BJW and teacher justice. The observed relations were mainly significant at the individual level. The pattern of results persisted when we controlled for school type and when we considered student sex as a moderator. We discussed the adaptive functions of BJW and implications for future school research and practice.…
| Author details: | Matthias DonatORCiD, Michel KniggeORCiDGND, Claudia Dalbert |
|---|---|
| DOI: | https://doi.org/10.1002/ab.21721 |
| ISSN: | 0096-140X |
| ISSN: | 1098-2337 |
| Pubmed ID: | https://pubmed.ncbi.nlm.nih.gov/28758217 |
| Title of parent work (English): | Aggressive behavior : a multidisciplinary journal devoted to the experimental and observational analysis of conflict in humans and animals |
| Subtitle (English): | Which experiences of teachers’ behavior can be more predictive of school bullying? |
| Publisher: | Wiley |
| Place of publishing: | Hoboken |
| Publication type: | Article |
| Language: | English |
| Date of first publication: | 2018/07/30 |
| Publication year: | 2017 |
| Release date: | 2022/04/07 |
| Tag: | belief in a just world; bullying behavior; classroom management; multilevel modeling; teacher justice |
| Volume: | 44 |
| Issue: | 1 |
| Number of pages: | 11 |
| First page: | 29 |
| Last Page: | 39 |
| Organizational units: | Humanwissenschaftliche Fakultät / Strukturbereich Bildungswissenschaften / Department für Inklusionspädagogik |
| DDC classification: | 3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung |
