Need-satisfaction as a Mediator of Teaching Style and School-Bullying Intentions

In response to the escalating incidents of bullying, the Indonesian government initiated the Roots Program. This program emphasizes the establishment of positive discipline through the involvement of teachers employing an authoritative teaching style.

This research aimed to analyze the role of teachers in shaping bullying intentions by employing a model based on the framework of the basic psychological needs theory.

The objective of this study was to explore the mediating effect of need satisfaction on the relationship between an authoritative teaching style and bullying intentions among high school students.

This study employed a correlational quantitative approach, utilizing convenience sampling to gather data from 396 high school and vocational school students. Data collection involved the use of three scales: the modified Bullying Intention Scale, the Indonesian version of TASCQ, and the Indonesian version of the BPNSFS Satisfaction subscale. Data analysis was conducted using PLS-SEM.

The findings indicated that basic psychological need-satisfaction significantly mediates the relationship between authoritative teaching style and bullying intentions (β = -0.11, p<0.05, 95%CI = -0.17, -0.07). Although the relationship is significant, the effect of an authoritative teaching style on bullying intentions through the mediation of basic psychological need satisfaction remains weak.

Consistent with the basic psychological needs theory framework, this study confirms the critical role of need satisfaction in promoting anti-bullying attitudes. Students who perceive their psychological needs being met through the implementation of an authoritative teaching style by teachers exhibit lower bullying intentions.

The study concludes that periodic assessments of the basic psychological need-satisfaction of students are essential for the sustainability of anti-bullying programs, thereby enhancing the effectiveness of such initiatives.