Perceived teacher support, collective efficacy in school and constructive engagement amongst youth in a conflict-affected society

Shelley McKeown, Laura Taylor

Research output: Contribution to journalArticlepeer-review

Abstract

In conflict-affected societies, teachers are critical to supporting positive youth development and encouraging constructive societal contributions. The present research examined the role of perceived teacher support on youth collective efficacy in school and implications for constructive engagement. Recruited through their schools as part of a larger study, 395 youth (aged 15-16, evenly split by religion and gender) completed survey measures of perceived teacher support, collective efficacy in school, and two constructs assessing constructive engagement: non-violent strategies to manage conflict and collective action for refugees. To test the effects of teacher support on constructive engagement through collective efficacy, bootstrapped mediation analysis was conducted. Collective efficacy in school mediated the link between perceived teacher support and youth’s non-violent strategies and collective action. Findings highlight the importance of teacher support and collective efficacy in promoting constructive engagement. Implications for teacher training and interventions that aim to engage youth in society are discussed.
Original languageEnglish
JournalTesting, Psychometrics, Methodology in Applied Psychology
Publication statusAccepted - 18 Jun 2021

Keywords

  • intergroup conflict
  • Northern Ireland
  • teacher support
  • collective efficacy
  • non-violent strategies
  • collective action
  • youth

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