Brief report: Relations between harsh discipline from teachers, perceived teacher support, and bullying victimization among high school students

Added Title

Relations between harsh discipline from teachers, perceived teacher support, and bullying victimization among high school students

College

College of Liberal Arts

Department/Unit

Psychology

Document Type

Article

Source Title

Journal of Adolescence

Volume

57

First Page

18

Last Page

22

Publication Date

2017

Abstract

This study examined how the experience of harsh discipline from teachers is related to students' experience of bullying victimization in a Philippine high school. Respondents were 401 first- to fourth-year high school students of an urban public school in the Philippines. Using structural equation modeling, a hypothesized model with direct associations between harsh discipline and bullying victimization, and an indirect path via students' perception of teacher support, was tested. The data adequately fit the model and showed that experiences of harsh teacher discipline predicted higher bullying victimization and students' negative perception of teacher support. There were no significant in- direct effects. The findings suggest that school discipline strategies may have repercussions on students' behaviors and relationships, highlighting the teacher's role in modeling and setting norms for acceptable behaviors. Future studies can examine further how teachers' harsh or positive discipline behaviors relate to bullying.

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Disciplines

Educational Psychology | Social and Behavioral Sciences

Keywords

School discipline—Philippines; Bullying in schools—Philippines; High school students—Philippines—Conduct of life

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