Literaturnachweis - Detailanzeige
| Autor/inn/en | Ahtola, Annarilla; Haataja, Anne; Kärnä, Antti; Poskiparta, Elisa; Salmivalli, Christina |
|---|---|
| Titel | Implementation of Anti-Bullying Lessons in Primary Classrooms: How Important Is Head Teacher Support? |
| Quelle | In: Educational Research, 55 (2013) 4, S.376-392 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-1881 |
| DOI | 10.1080/00131881.2013.844941 |
| Schlagwörter | Bullying; Values Education; Intervention; Teacher Attitudes; Principals; Elementary School Teachers; Foreign Countries; Online Surveys; Administrator Role; Program Implementation; Fidelity; Prevention; Educational Environment; Questionnaires; Pretests Posttests; Regression (Statistics); Finland |
| Abstract | Background: Evidence suggests that the KiVa anti-bullying programme may contribute to a reduction in bullying and victimisation, especially in primary school level. What is more, the level of implementation moderates the programme effects: the more the programme was implemented, the more bullying was reduced. Purpose: Consequently, it is of interest to investigate the factors affecting the implementation of the KiVa anti-bullying programme. We analysed whether teachers' perceptions of support from the head teacher predicted the implementation adherence of the programme. Sample: We used a randomised sample of 93 Grade 1-3 (students' age 7-9 years) teachers in 27 Finnish primary schools. Design and methods: Online surveys on perceptions of two types of head teacher support: (1) general support as a superior and (2) programme support for the KiVa anti-bullying programme were administered to the teachers; written observational reports on implementation adherence (frequency, contents and duration) were also utilised. Data was collected during the academic year 2008-2009. Effects of head teacher support on implementation adherence were modelled both at the teacher level and at the school level. Results: On average, implementation adherence of the student lessons was good. Teacher's experience of programme support from the head teacher was positively related to implementation adherence, whereas, surprisingly, teacher's experience of general support did not enhance implementation and was even negatively related to it. Conclusions: The school-based prevention and intervention programmes are delivered through social systems and individuals, and they inevitably trigger multilevel dynamics. Implementation is not only the responsibility of individual teachers but it happens in the context of the school community, the head teacher and the local-level resources and policies. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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