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首页> 美国卫生研究院文献>International Journal of Environmental Research and Public Health >Teacher Rated School Ethos and Student Reported Bullying—A Multilevel Study of Upper Secondary Schools in Stockholm Sweden
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Teacher Rated School Ethos and Student Reported Bullying—A Multilevel Study of Upper Secondary Schools in Stockholm Sweden

机译：教师评价的学校风气和学生报告的欺凌行为—瑞典斯德哥尔摩高中的一项多层研究

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School ethos refers to the school leadership’s purposive efforts to shape and direct the attitudes, values and behaviors needed in order to promote an active learning environment and to prevent the emergence of undesirable behaviors by creating shared meaning and common goals for the school. The aim of this study was to examine how teacher rated aspects of school ethos are linked with manifestations of bullying among 11th grade students. Five teacher-rated sub-dimensions of school ethos (staff stability, teacher morale, structure-order, student focus, and academic atmosphere) were examined in relation to student-reported perpetration of and exposure to traditional school bullying and cyberbullying. The data material combines student and teacher information from two separate data collections performed in 2016, comprising teachers and students in 58 upper secondary schools in Stockholm. Analyses showed that bullying was associated with all but one of the five sub-dimensions of school ethos, namely structure and order for dealing with bullying behaviors at the school. Results are discussed in light of this counter-intuitive finding. Our findings nevertheless lend support to the idea that the social organization of schools, as reflected in their teacher-rated ethos, can affect individual students’ attitudes in a way that prevents the emergence of bullying behavior among students.
机译：学校风气是指学校领导者为形成积极的学习环境并通过为学校创造共同的意义和共同目标而预防和指导必要的态度，价值观和行为的目的性努力，以建立积极的学习环境并防止不良行为的出现。这项研究的目的是检验教师对学校风气的评价如何与11年级学生的欺凌表现联系起来。根据学生报告的传统学校欺凌和网络欺凌行为以及他们受到的影响，对教师的五个学校风气子维度（员工稳定度，教师士气，结构顺序，学生关注度和学术氛围）进行了研究。数据材料结合了2016年进行的两个单独数据收集的学生和教师信息，包括斯德哥尔摩58所高中的师生。分析表明，欺凌与学校风气的五个子维度中的所有子维度（除其中之一）有关，即在学校中处理欺凌行为的结构和顺序。根据这种违反直觉的发现讨论了结果。尽管如此，我们的发现仍然支持这样一种观点，即学校的社会组织，如其教师评价的精神所反映的那样，可以以防止学生出现欺凌行为的方式影响学生的态度。

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