How do Teachers’ Characteristics Influence Bullying at School?
No. 77 (2016-07-01)Author(s)
-
Julliette Pérez RubioIngeniera industrial con magíster en Economía de la Universidad de los Andes. Calle 104 n.° 21-50, Bogotá, Colombia. Correo electrónico: jk.perez917@uniandes.edu.co
Abstract
Bullying is a problem which generates several physical and psychological complications to the victim and even it could cause inferior results in the adulthood because it has a negative effect in the accumulation of cognitive and non-cognitive skills. This work uses a probit model to study the relationship between some observable features of teachers such as their satisfaction at school, experience and educational level with the probability of their students of being bullied using the data of the international test PIRLS 2011 of more than two hundred thousand students in 47 countries. Also, it is evaluated whether the victims of bullying exhibit a worse academic achievement compared to non-victims. The results show that teachers who are more satisfied and have more human capital are related with the diminution in the probability of their students of being bullied. Additionally, pupils who are bullied have a worse performance in PIRLS 2011 and this effect is larger for males.
References
Alsaker, F. (2004). Bernese programme against victimization in kindergarten and elementary school. En P.Smith, D.Pepler & K.Rigby, Bullying in schools: How successful can interventions be? (pp. 289-306). Cambridge: Cambridge University Press.
Amemiya, I., Oliveros, M., & Barrientos, A. (2009). Factores de riesgo de violencia escolar (bullying) severa en colegios privados de tres zonas de la sierra del Perú. An. Fac. Med., 255-258.
BancoMundial. (2014). Datos. Recuperado el 25 de mayo del 2014 de Indicadores: http://data.worldbank.org/indicator.
Bauman, S., Rigby, K., & Hoppa, K. (2008). US teachers’ and school counsellors’ strategies for handling school bullying incidents. Educational Psychology: An International Journal of Experimental Educational Psychology, 837-856.
Bernal, R., & Keane, M. (2011). Child care choices and children's cognitive achievement: The case of single mothers. Journal of Labor Economics, 29(3), 459-512.
Brown, S., & Taylor, K. (2008). Bullying, education and earnings: Evidence from the National Child Development Study. Economics of Education Review, 387-401.
Charles, C., & Senter, G. (2005). Chapter 7: Jane Nelsen, Lynn Lott, and H. Stephen Glenn's. Positive discipline in the classroom. En C.Charles & G.Senter, Building classroom discipline (pp. 111-127). Boston: Pearson.
Chaux, E., Molano, A., & Podlesky, P. (2009). Socio-economic, sociopolitical and socio-emotional variables explaining school bullying: A country-wide multilevel analysis. Aggressive Behavior, 35, 520-529.
Cunha, F., Heckman, J., & Schennach, S. (2010). Estimating the technology of cognitive and noncognitive skill formation. Econometrica, 78(3), 883-931.
Galloway, D., & Roland, E. (2004). Is direct approah to reducing bullying always the best? En P.Smith, D.Pepler & K.Rigby, Bullying in schools: How succesful can interventions be? (pp. 37-53). Cambridge: Cambridge University Press.
Gutiérrez, V., & Toledo, M. (2012). Influencia de la intimidación (bullying) y la relación profesor-estudiante sobre el rendimiento en PISA 2009: un estudio multinivel. Chile, s/d.
Hanewinkel, R. (2004). Prevention of bullying in German schools: An evaluation of anti-bullying approach. En P.Smith, D.Pepler & K.Rigby, Bullying in schools: How successful can interventions be? (pp. 81-97). Cambridge: Cambridge University Press.
Harmon, C., & Walker, I. (2000). Selective schooling and the returns to the quantity and quality education. Economica, 67, 19-35.
Heckman, J. (2000). Policies to foster human capital. Research in Economics, 3-56.
Hirdes, C. (2010). Gender and race of teacher and student: Are they related to teacher responses to incidents of school bullying? Disponible en http://arizona.openrepository.com/arizona/bitstream/10150/193408/1/azu_etd_11060_sip1_m.pdf.
Hoxby, C. (2000). Peer effects in the classroom: Learning form gender and race variation. National Bureau of Economic Researh.
IEA. (2013). PIRLS 2011. Recuperado el 20 de mayo del 2013 de http://timssandpirls.bc.edu/pirls2011/international-database.html.
Kärna, A., Little, T., Voeten, M., Poskiparta, E., Kaljonen, A., & Salmivalli, C. (2011). A large-scale evaluation of the KiVa antibullying program: Grades 4-6. Child Development, 311-330.
Kibriya, S., Xu, Z., & Zhang, Y. (2015). The impact of bullying on educational performance in Ghana: A bias-reducing matching approach. En http://ageconsearch.umn.edu/bitstream/205409/2/EER_draft%20aaea.pdf.
Kolenikov, S., & Ángeles, G. (2004). The use of discrete data in PCA: Theory, simulations, and applications to socioeconomic indices. Estados Unidos, s/d.
Limber, S., Nation, M., Tracy, A., Melton, G., & Flerx, V. (2004). Implementation of the Olweus bullying prevention program in the southeastern United States. En P.Smith, D.Pepler & K.Rigby, Bullying in schools: How successful can interventions be? (pp. 55-79). Cambridge: Cambridge University Press.
Olweus, D. (1998). Conductas de acoso y amenaza entre escolares. Madrid: Ediciones Morata, S. L.
Orpinas, P., & Horne, A. (2006). Bullying prevention: Creating a positive school climate and developing social competence. Washington: American Psychological Association.
Programa de Naciones Unidas para el Desarrollo. (2013). Indicadores Internacionales de Desarrollo Humano. Nueva York.
Ramos, C., Nieto, A. M., & Chaux, E. (2007). Aulas en paz: resultados preliminares de un programa multicomponente. Revista Interamericana de Educación para la Democracia, 36-56.
Robertson, D., & Symons, J. (2003). Do peer groups matter? Peer group versus schooling effects on academic attainment. Economica, 70, 31-53.
Román, M., & Murillo, M. (2011). Latin America: School bullying and academic achievement. CEPAL, 37-53.
Sarzosa, M., & Urzúa, S. (2013). Bullying and cyberbullying in teenagers. The role of cognitive and non-cognitive skills. Disponible en http://lacer.lacea.org/bitstream/handle/123456789/12572/lacea_2013_bullying_cyberbullying_teenagers.pdf.
Serrate, R. (2007). Bullying acoso escolar: guía para entender y prevenir el fenómeno de la violencia en las aulas. Madrid: Ediciones del Laberinto.
Siann, G., Gerda, C., Glissov, P., & Lockhart, R. (1994). Who gets bullied? The effect of school, gender and ethnic group. Educational Research, 123-134.
Smith, P., Sharp, S., Eslea, M., & Thompson, D. (2004). England: The sheffield project. En P.Smith, D.Pepler & K.Rigby, Bullying in schools: Ho successful can interventions be? (pp. 99-123). Cambridge: Cambridge Universiy Press.
Van der Werf, C. (2011). Desempeño académico y ambiente escolar: efecto de la intimidación. Tesis (magíster en Economía). Bogotá: Universidad de los Andes.
Vélez, E., Schiefelbein, E., & Valenzuela, J. (1994). Factores que afectan el rendimiento académico en la educación primaria. Revista Latinoamericana de Innovaciones Educativas, 17, 29-53.
Vossekuil, B., Fein, R., Reddy, M., Borum, R., & Modzeleski, W. (2002). The final report and findings of the safe school initiative: Implications for the prevention of school attacks in the United States. Washington: Department of Education.