Increasing knowledge and self-efficacy through a pre-service course on promoting positive school climate: the crucial role of reducing moral disengagement

2016 ◽  
Vol 10 (1) ◽  
pp. 49-64 ◽  
Author(s):  
Claire V. Crooks ◽  
Peter G. Jaffe ◽  
Arely Rodriguez
Keyword(s):  
School Climate ◽  
Self Efficacy ◽  
Crucial Role ◽  
Moral Disengagement ◽  
Positive School Climate ◽  
Increasing Knowledge

Defending victims of cyberbullying: The role of self-efficacy and moral disengagement

2020 ◽  
Vol 78 ◽  
pp. 1-12 ◽  
Author(s):  
Kay Bussey ◽  
Aileen Luo ◽  
Sally Fitzpatrick ◽  
Kimberley Allison
Keyword(s):  
Self Efficacy ◽  
Moral Disengagement

scholarly journals Mediating processes in the relations of parental monitoring and school climate with cyberbullying: The role of moral disengagement

2019 ◽  
Vol 15 (3) ◽  
pp. 568-594 ◽  
Author(s):  
Maria Giuseppina Bartolo ◽  
Anna Lisa Palermiti ◽  
Rocco Servidio ◽  
Pasquale Musso ◽  
Angela Costabile
Keyword(s):  
School Climate ◽  
Parental Monitoring ◽  
Structural Equation ◽  
Moral Disengagement ◽  
Ecological Factors ◽  
Equation Modeling ◽  
Environmental Predictors ◽  
Collaborative Strategies ◽  
Mediating Mechanisms

In recent years, studies have extensively explored both personal and environmental predictors of cyberbullying. Among these predictors, parental monitoring and school climate were often expected to be associated with cyberbullying behaviors. However, little is known about the mediating mechanisms through which these relations may develop. The present study aimed to expand the current research by testing a theoretical model including the mediating role of moral disengagement in the relations between parental monitoring (including less collaborative vs. more collaborative strategies), school climate, and cyberbullying behaviors. Five hundred and seventy-one Italian adolescents (54.5% male) aged 14 to 20 years were recruited from high schools. Measures included demographics and parental monitoring, school climate, moral disengagement and cyberbullying scales. To test the hypothesized model, we estimated full and partial mediation models by structural equation modeling. Results showed negative indirect links of parental monitoring (but only the more collaborative strategies) and school climate with cyberbullying via moral disengagement. Less collaborative strategies of parental monitoring were neither directly nor indirectly related to cyberbullying. The findings revealed moral disengagement as an important process in explaining how ecological factors, such as parenting behaviors and school environments, are associate with cyberbullying. Limitations, strengths, and implications for practice are presented.

The Role of Moral Disengagement and Self-Efficacy in Cyberbullying

2014 ◽  
Vol 14 (1) ◽  
pp. 30-46 ◽  
Author(s):  
Kay Bussey ◽  
Sally Fitzpatrick ◽  
Amrutha Raman
Keyword(s):  
Self Efficacy ◽  
Moral Disengagement

The relation between school climate and preschool teacher stress

2019 ◽  
Vol 57 (6) ◽  
pp. 748-767 ◽  
Author(s):  
Bi Ying Hu ◽  
Yuanhua Li ◽  
Chuang Wang ◽  
Barry Lee Reynolds ◽  
Shuang Wang
Keyword(s):  
School Climate ◽  
Self Efficacy ◽  
Teacher Stress ◽  
Teacher Professionalism ◽  
Preschool Teacher ◽  
Content Type ◽  
Mediating Role ◽  
Collegial Leadership ◽  
Teacher Self Efficacy

Purpose The purpose of this paper is to examine the relationship between school climate and teacher stress. Specifically, the authors construct two parsimonious models to test two main hypotheses. First, whether preschool collegial leadership predicts teachers’ job stress through the mediating role of teacher self-efficacy; second, whether teacher professionalism influences teachers’ perceptions of occupational stress through the mediating role of teacher self-efficacy. Design/methodology/approach The authors conceptualized the mediating role of teacher efficacy as an important mechanism that can help to explain the effect of school climate on teacher stress. School climate consisted of two dimensions: principal collegial leadership and professionalism. Therefore, the authors constructed and examined two mediation models by using Bootstrapping mediation modeling: first, preschool teacher self-efficacy as a mediator between preschool collegial leadership and teacher stress; second, preschool teacher self-efficacy as a mediator between preschool teacher professionalism and teacher stress. Findings Results from two mediation analyses showed that principal collegial leadership exerts a significant negative effect on preschool teachers’ stress through the mediating role of teacher self-efficacy. Moreover, professionalism was also a significant predictor of preschool teachers’ stress through the mediating role of teacher self-efficacy. Research limitations/implications This study contributes to the literature in terms of understanding the mechanism of how school climate helps to reduce teacher stress. First, the authors found that teachers’ individual well-being can be efficiently enhanced through a more collegial leadership. Second, the preschool leadership teams can create a supportive climate to reduce teachers’ stress by improving teachers’ professionalism. Originality/value This study offers a new perspective about understanding the internal and external mechanism of teacher stress. The authors discussed the results in light of the recent push by the Chinese Government to teacher quality improvement in early childhood education. The authors argued for prioritizing support for building a supportive school climate for teachers.

Is a mindful worker more attentive? the role of moral self-efficacy and moral disengagement

2020 ◽  
pp. 1-16
Author(s):  
Zhenduo Zhang ◽  
Junwei Zheng ◽  
Bao Cheng ◽  
Jie Zhong
Keyword(s):  
Self Efficacy ◽  
Moral Disengagement ◽  
Moral Self

scholarly journals EFIKASI KENDIRI GURU SEBAGAI MEDIATOR TERHADAP HUBUNGAN ANTARA IKLIM SEKOLAH DAN KOMITMEN GURU

2020 ◽  
Vol 2 ◽  
pp. 137-162
Author(s):  
Musliza Mat Jusoh ◽  
Siti Noor Ismail ◽  
Anis Salwa Abdullah
Keyword(s):  
Regression Analysis ◽  
School Climate ◽  
Self Efficacy ◽  
Pearson Correlation ◽  
Teacher Commitment ◽  
Survey Method ◽  
Educational Institutions ◽  
Main Role ◽  
Cross Sectional Survey

The Ministry of Education Malaysia aims to develop an educational system that is capable in improving achievement and innovation. This goal requires high commitment and precision from all parties, especially teachers that play the main role in educational institutions. Thus, a positive school climate will produce high-quality human capital, while self-efficacy acts as a driving force to pursue the goals. The effectiveness of these two elements enhances the commitment of teachers in order to ensure the success of educational institutions. This study was developed to examine the relationship between school climate and teacher commitment, as well as the indirect relationship through self-efficacy as a mediator construct. Teachers were selected randomly from 18 high-achievement secondary schools in Kelantan, with a total of 360 respondents. A cross-sectional survey method was applied to collect data. The questionnaire consisted of 44 items. The IBM SPSS software was used to analyze the correlation and regression tests. The Pearson correlation analysis confirmed positive and significant relationships between the three variables, namely the weak correlation for school climate and commitment (r=.24, p<.01), as well as between school climate and self-efficacy (r=.23, p<.01). In contrast, the correlation was high between selfefficacy and commitment (r=.85, p<.01). Regression analysis for the effect of school climate on teacher commitment showed that R2=.06, p<.01 was significant. The beta value showed that the school’s climate contributed β=.24 (24%), significantly affecting commitment. Multiple regression analysis of school climate and self-efficacy on teacher commitment confirmed that R2=.72, p<.01 was significant. However, beta values showed that school climate contribution decreased to 0.05 (5%) and did not significantly affect commitment as the self-efficacy predictor was included in the regression model. The beta value showed that self-efficacy contributed 0.84 (84%), significantly influencing commitment and acting as a full mediator variable for school climate and teachers’ commitment. The finding of this study proposes significant school climate relationships to enhance teachers’ self-efficacy and commitment. This study also contributes significantly to the theory and the extension of knowledge by explaining the role of school climate in enhancing teachers’ commitment, as well as highlighting the mediator role of self-efficacy that has a significant effect on teacher commitment as well. Therefore, the school administrators should provide a better, condusive school climate to encourage higher self-efficacy among teachers, through self-confidence in group guidance, student assignments, innovative education and attitude towards homework. As a result, teachers could have more opportunity to develop their commitment to schools.

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