ABSTRACT

The school collegial climate presents an important context for teacher professional activities. This study investigated whether teachers’ perceptions of school collegial climate characteristics (teacher-leadership collaboration, teacher-teacher collaboration, and teacher-teacher communication) are associated with teachers’ active responses to bullying. Four active responses (authority-based interventions, encouraging victim assertiveness, working with the bully, and enlisting other adults) were differentiated, and the effects of teacher characteristics (gender, teaching experience, empathy, and social self-efficacy) were controlled for. The sample comprised 740 teachers from 118 schools in the Czech Republic. The results of multilevel models revealed no significant effects of teacher-leadership collaboration. Individual-level perceptions of teacher-teacher collaboration were positively associated with authority-based interventions and school-level perceptions of teacher-teacher communication were positively associated with working with the bully. The findings suggest that efforts to promote teachers’ active responses to bullying could include fostering collaboration and communication among teachers in the school.

摘要

学校的大学氛围为教师专业活动提供了重要的环境。本研究调查了教师对学校大学氛围特征（教师-领导合作、教师-教师合作和教师-教师交流）的看法是否与教师对欺凌的积极反应有关。四种积极的反应（基于权威的干预、鼓励受害者自信、与欺凌者合作和招募其他成年人）被区分，并且教师特征（性别、教学经验、同理心和社会自我效能）的影响得到控制。样本包括来自捷克共和国 118 所学校的 740 名教师。多层次模型的结果显示，教师领导合作没有显着影响。教师与教师合作的个人层面感知与基于权威的干预呈正相关，而学校层面对教师与教师沟通的感知与与欺凌者的合作呈正相关。研究结果表明，促进教师积极应对欺凌的努力可能包括促进学校教师之间的合作和沟通。