Testing how teachers’ self-efficacy and student-teacher relationships moderate the association between bullying, victimization, and student self-esteem

Figures & data

Figure 1. Bullies’ self-esteem related to teachers’ self-efficacy

Table 1. Descriptive statistics and correlations between main outcome variables and predictors

	M	SD	1	2	3	4	5
(1) Self–esteem (0–5)	4.03	0.73
(2) Bullying (0–4)	0.48	0.73	−.20**
(3) Victimization (0–4)	1.10	1.12	−.42**	.22**
(4) TSE^a(1-7)	5.55	0.69	−.03	−.03	−.06*
(5) S–T Relationship^a (1-5)	4.46	0.63	−.20**	−.11**	−.09**	.07*
(6) Girl	.47	.50	−.05*	−.14**	−.03	.01	.10**

*p = <.05, **p < .01

^aTSE = Teacher self-efficacy; S-T = Student-Teacher; centred variables were used in the analysis

Table 2. Multilevel analysis

	Model 1			Model 2			Model 3			Model 4			Model 5			Model 6
	b	se	p	b	se	p	b	se	P	b	Se	p	b	se	p	b	se	p
Intercept	4.43	0.03	<.001	4.43	0.03	<.001	4.42	0.03	<.001	4.42	0.03	<.001	4.43	0.03	<.001	4.43	0.03	<.001
Bullying	−0.11	0.02	<.001	−0.11	0.02	<.001	−0.11	0.02	<.001	−0.11	0.02	<.001	−0.11	0.02	<.001	−0.12	0.02	<.001
Victimization	−0.25	0.02	<.001	−0.25	0.02	<.001	−0.25	0.02	<.001	−0.25	0.02	<.001	−0.25	0.02	<.001	−0.25	0.02	<.001
TSE^a	−0.00	0.02	.500	0.04	0.03	.065	−0.01	0.03	.351	−0.01	0.02	.618	−0.00	0.02	0.467	0.02	0.04	.265
S-T Relationship^a	0.19	0.03	<.001	0.19	0.03	<.001	0.19	0.03	<.001	0.23	0.03	<.001	0.13	0.04	<.001	0.16	0.04	<.001
Girl	−0.13	0.03	<.001	−0.14	−0.03	<.001	−0.13	0.03	<.001	−0.13	0.03	<.001	−0.13	0.03	<.001	−0.14	0.03	<.001
Bully*TSE^a				−0.09	0.03	.001										−0.10	0.03	<.001
Victim*TSE^a							0.01	0.02	.352							0.02	0.02	.170
Bully*S-T Relation^a										−0.07	0.03	.006				−0.09	0.03	.005
Victim*S-T Relation^a													0.04	0.02	.028	0.05	0.02	.010
Variance Student-level	.410	.015		.408	.015		.410	.015		.409	.015		0.409	0.015		0.405^c	0.015
Variance Class-level	.000	.000		.000	.000		.000	.000		.000	.000		0.000	0.000		0.000	0.000
Deviance difference^b				−9.01 (p = .003)		df = 1	−0.20 (p = .65)		df = 1	−3.97 (p = .046)		df = 1	−4.20 (p = .040)		df = 1	−19.77 (p < .001)		df = 4

^aCentered variables were used in the analysis; ^bDecrease in deviance is based on comparison with Model 1; ^cExplained variance in relation to empty model was R² = (.526-.405)/.526)*100 = 23.0%. TSE = Teacher Self-Efficacy, S-T = Student-Teacher Relationship.

Figure 2. Bullies’ self-esteem related to student-teacher relationship

Figure 3. Victims’ self-esteem related to student-teacher relationship

Table

NL	EN
1 = Ik ben vaak ontevreden over mijzelf^a	1 = I am often dissatisfied with myself (R)
2 = Ik vind de manier waarop mijn leven gaat niet zo fijn^a	2 = I do not like the way my life goes (R)
3 = Ik ben tevreden met de persoon die ik ben	3 = I am pleased to be the person I am
4 = Ik ben gelukkig met het soort kind dat ik ben	4 = I am happy to be the kind of child I am
5 = Ik ben erg blij met hoe ik ben	5 = I am very glad to be who I am
6 = Ik vind de manier waarop ik veel dingen doe niet goed^a	6 = I disapprove of the way I do most things (R)

Answer categories: Five-point Likert scale with 1ʹcompletely false’ and 5 ‘completely true’

Table

NL Hoeveel vertrouwen heeft u erin dat u ertoe kunt bijdragen dat …	EN How confident are you that you can contribute to …
1 = … de leerlingen in uw klas minder agressief gedrag vertonen?	1 = … your students showing less aggressive behaviour?
2 = … de leerlingen in uw klas beter samenwerken en elkaar meer helpen?	2 = … your students being better in cooperating and helping each other?
3 = … een leerling met weinig vrienden meer vriend(inn)en krijgt?	3 = … a student with few friends forming more friendships?
4 = … twee leerlingen in uw klas elkaar aardiger gaan vinden?	4 = … two students from your classroom liking each other more?

Answer categories: Seven-point Likert scale with 1ʹnot confident’ and 7ʹfully confident’Items used for ‘ Our school is OK!’ project, based on: Tschannen–Moran and Hoy (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, 17(7), 783-805.

Table

NL	EN
1 = Leerkracht is vriendelijk	1 = The teacher is friendly
2 = Als leerkracht iets belooft, doet hij/zij het ook	2 = If the teacher promises something, they will act accordingly
3 = Leerkracht is gemeen	3 = The teacher is mean(R)
4 = Als er iets is, kun je het aan leerkracht vertellen	4 = If something worries you, you can tell the teacher.

Answer categories: Five-point Likert scale with 1ʹnever’ and 5ʹalways’ Reference: Wubbels, T., Brekelmans, M., den Brok, P., & van Tartwijk, J. (2015). An Interpersonal Perspective on Classroom Management in Secondary Classrooms in the Netherlands. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of Classroom Management (1st ed., pp. 1161–1191). Routledge. https://doi.org/10.4324/9780203874783.ch45

Table

	Model 1			Model 2			Model 3			Model 4			Model 5			Full Model
	b	Se	p	b	se	p	b	se	P	b	se	p	b	se	p	b	se	p
Intercept	4.43	0.03	<.001	4.43	0.03	<.001	4.42	0.03	<.001	4.42	0.03	<.001	4.43	0.03	<.001	4.43	0.03	<.001
Bully	−0.11	0.02	<.001	−0.11	0.02	<.001	−0.11	0.02	<.001	−0.11	0.02	<.001	−0.11	0.02	<.001	−0.12	0.02	<.001
Victim	−0.25	0.02	<.001	−0.25	0.02	<.001	−0.25	0.02	<.001	−0.25	0.02	<.001	−0.25	0.02	<.001	−0.25	0.02	<.001
TSE^a	−0.00	0.02	.500	0.04	0.03	.065	−0.01	0.03	.351	−0.01	0.02	.618	−0.00	0.02	0.467	0.02	0.04	.265
S-T Relationship^a	0.19	0.03	<.001	0.19	0.03	<.001	0.19	0.03	<.001	0.23	0.03	<.001	0.13	0.04	<.001	0.16	0.04	<.001
Girl	−0.13	0.03	<.001	−0.14	−0.03	<.001	−0.13	0.03	<.001	−0.13	0.03	<.001	−0.13	0.03	<.001	−0.14	0.03	<.001
Bully*TSE^a				−0.09	0.03	.001										−0.10	0.03	<.001
Victim*TSE^a							0.01	0.02	.352							0.02	0.02	.170
Bully*S-T Relation^a										−0.07	0.03	.006				−0.09	0.03	.005
Victim*S-T Relation^a													0.04	0.02	.028	0.05	0.02	.010
Variance Student-level	.410	.015		.408	.015		.410	.015		.409	.015		0.409	0.015		0.405^c	0.015
Variance Class-level	.000	.000		.000	.000		.000	.000		.000	.000		0.000	0.000		0.000	0.000
Deviance difference^b				−9.01 (p = .003)		df = 1	−0.20 (p = .65)		df = 1	−3.97 (p = .046)		df = 1	−4.20 (p = .040)		df = 1	−19.77 (p < .001)		df = 4

^aCentered variables were used in the analysis; ^bDecrease in deviance is based on comparison with Model 1; ^cExplained variance in relation to empty model was R² = (.526-.405)/.526)*100 = 23.0%

Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1

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Data availability

Data were made available by T. M. and A.H.N. C.