Increasing Knowledge and Self-Efficacy through a Pre-Service Course on Promoting Positive School Climate: The Crucial Role of Reducing Moral Disengagement

Autor/inn/en	Crooks, Claire V.; Jaffe, Peter G.; Rodriguez, Arely
Titel	Increasing Knowledge and Self-Efficacy through a Pre-Service Course on Promoting Positive School Climate: The Crucial Role of Reducing Moral Disengagement
Quelle	In: Advances in School Mental Health Promotion, 10 (2017) 1, S.49-64 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Crooks, Claire V.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1754-730X
DOI	10.1080/1754730X.2016.1249383
Schlagwörter	Teacher Role; Educational Environment; School Culture; Self Efficacy; Knowledge Level; Preservice Teacher Education; Program Effectiveness; Preservice Teachers; Student Surveys; Comparative Analysis; Pretests Posttests; Bullying; Violence; Moral Values; Experience; Predictor Variables; Attitude Change; Responses; Foreign Countries; Individual Characteristics; Canada + Suchen Sie Ihr Suchwort? Lehrerrolle; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulkultur; Schulleben; Self-efficacy; Selbstwirksamkeit; Wissensbasis; Lehramtsstudiengang; Lehrerausbildung; Schülerbefragung; Mobbing; Gewalt; Moral value; Ethischer Wert; Erfahrung; Prädiktor; Attitudinal change; Einstellungsänderung; Ausland; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Kanada
Abstract	Teachers play an important role in promoting a positive school climate, which in turns supports academic achievement and positive mental health among students. This study evaluated the impact of a pre-service teacher education course addressing a range of contributors to school climate. Participants included a cohort of 212 pre-service teachers (75.2% female) who were surveyed during the first week of their teacher preparation program. A second cohort of pre-service students (n = 199, 60.8% female) was used as a comparison group. Pre- and post-tests demonstrated positive gains in the knowledge about bullying and self-efficacy in responding and reporting to incidents of students' exposure to violence. Changes in moral disengagement were associated with improvements in knowledge, whereas personal experience with violence predicted changes in self-efficacy. Findings underscore the need for specific instruction in the area of promoting school climate. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01