ABSTRACT

The effectiveness of the Viennese Social Competence (ViSC) programme on various bullying-related teacher variables was examined at two time points with a quasi-experimental intervention-control group design. In Austria, Cyprus, and Turkey, teachers participated in a series of in-school trainings and implemented an anti-bullying prevention programme in their schools for one year. At pre-test, 767 teachers (515 in the intervention and 252 in the control group) and at post-test 665 teachers (464 in the intervention and 201 in the control group) rated their perceived knowledge and competence, and the likelihood of using different interventions in a hypothetical bullying scenario. For pre-test and post-test data, two 3 (country) x 2 (intervention) MANOVAs were conducted. Findings showed that Cypriot teachers profited the most from the anti-bullying programme, while Austrian and Turkish teachers profited comparatively less. High-quality basic teacher education in addition to in-school trainings within anti-bullying programmes is an essential component to prevent bullying in schools.

摘要

维也纳社会能力 (ViSC) 计划对各种与欺凌相关的教师变量的有效性在两个时间点通过准实验干预控制组设计进行了检查。在奥地利、塞浦路斯和土耳其，教师参加了一系列校内培训，并在其学校实施了为期一年的反欺凌预防计划。在前测中，767 名教师（干预组 515 名，对照组 252 名）和后测 665 名教师（干预组 464 名，对照组 201 名）对他们感知的知识和能力以及使用的可能性进行了评分在假设的欺凌情景中采取不同的干预措施。对于测试前和测试后的数据，进行了两个 3（国家）x 2（干预）多元方差分析。调查结果表明，塞浦路斯教师从反欺凌计划中获益最多，而奥地利和土耳其教师的收益相对较少。除了反欺凌计划中的校内培训外，高质量的基础教师教育是防止校园欺凌的重要组成部分。