文章基本信息

标题：Teaching Practices, School Support and Bullying
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作者：Ana Carolina Reyes Rodríguez ; José Angel Vera Noriega ; Angel Alberto Valdés Cuervo 等
期刊名称：World Journal of Education
印刷版ISSN：1925-0746
电子版ISSN：1925-0754
出版年度：2017
卷号：7
期号：4
页码：50
DOI：10.5430/wje.v7n4p50
语种：English
出版社：Sciedu Press
摘要：Research in recent years indicates that schools, and in particular teaching practices, play an essential role in preventing bullying. This study’s aim is to investigate the direct and indirect relationships between permissive and direct intervention teacher practices, school support and bullying. In a non-probabilistic way, 386 (58.1%) boys and 278 (41.9%) girls from 30 primary schools were selected in a city in the northwest of Mexico. The average age of students was 10.4 years ( SD = 1.3 years). From the results of the calculation of a model of structural equations, it is inferred that permissive teaching practices are directly related positively to bullying, whereas direct intervention does it in a negatively. It is seen that both types of practices are indirectly related to bullying through its effects on school support. These findings confirm the role of the teacher in the prevention of bullying.
其他摘要：Research in recent years indicates that schools, and in particular teaching practices, play an essential role in preventing bullying. This study’s aim is to investigate the direct and indirect relationships between permissive and direct intervention teacher practices, school support and bullying. In a non-probabilistic way, 386 (58.1%) boys and 278 (41.9%) girls from 30 primary schools were selected in a city in the northwest of Mexico. The average age of students was 10.4 years ( SD = 1.3 years). From the results of the calculation of a model of structural equations, it is inferred that permissive teaching practices are directly related positively to bullying, whereas direct intervention does it in a negatively. It is seen that both types of practices are indirectly related to bullying through its effects on school support. These findings confirm the role of the teacher in the prevention of bullying.