Multilevel Latent Profile Analysis of School Disciplinary Techniques' Associations With School Bullying, Engagement, and Climate

• In Event: School Safety and Discipline: Novel Research Findings

Abstract

Guided by the social-ecological model, the study utilized latent profile analysis (LPA) to investigate how teacher perceived school disciplinary techniques and their associations with school-wide outcomes (i.e., school-wide bullying, school-wide engagement, and school climate) at teacher level and across teacher and school levels. The participants included 5,087 teachers across 130 k-12 schools in Delaware. Results showed that three teacher-level profiles (i.e., high positive/social and emotional learning (SEL), moderate positive/SEL, and low positive/SEL profiles) were identified for single-level LPA; positive negative profiles were identified for Multilevel LPA. Results of both teacher-level and multilevel LPA suggested that frequent use of positive and SEL techniques was related to high levels of school climate and engagement and low level of school bullying.

Authors

• Chunyan Yang, University of California - Berkeley
  Presenting Author

• Jin Hyung Lim, University of California - Berkeley
  Presenting Author

• Quennie Dong, University of California - Berkeley
  Non-Presenting Author

• Ella Rho, University of California - Berkeley
  Non-Presenting Author