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A process view on implementing an antibullying curriculum: How teachers differ and what explains the variation
Anne Haataja1, Annarilla Ahtola1, Elisa Poskiparta1
1Department of Psychology.
Summary
Teachers
Area of Science:
- Educational Psychology
- School Interventions
Background:
- Bullying remains a significant issue in schools.
- Effective implementation of antibullying programs is crucial for success.
Purpose of the Study:
- To examine teachers' adherence profiles to the KiVa antibullying curriculum.
- To identify factors influencing these implementation profiles.
Main Methods:
- Utilized factor mixture modeling with 282 teachers.
- Employed multinomial logistic regression to analyze influencing factors.
Main Results:
- Identified three teacher implementation profiles: high, moderate, and surrenders.
- Teacher beliefs and principal support influenced initial adherence; lesson preparation maintained it.
- Student engagement and training did not correlate with profiles.
Conclusions:
- Individual teacher beliefs and interpersonal factors like principal support are key for effective antibullying program implementation.
- Sustained program fidelity requires ongoing support and good preparation.
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