TY - JOUR
T1 - Cross-National evaluation of the ViSC social competence programme: Effects on teachers
AU - Strohmeier, Dagmar
AU - Solomontos-Kountouri, Olga
AU - Burger, Christoph
AU - Doğan, Aysun
N1 - Publisher Copyright:
© 2021 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2021/2/5
Y1 - 2021/2/5
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85101106166&partnerID=8YFLogxK
U2 - 10.1080/17405629.2021.1880386
DO - 10.1080/17405629.2021.1880386
M3 - Journal article
SN - 1740-5629
VL - 18
SP - 948
EP - 964
JO - European Journal of Developmental Psychology
JF - European Journal of Developmental Psychology
IS - 6
ER -