Impact of the leadership styles of school principals on bullying victimization and perpetration among youth

Background. School bullying is a common phenomenon that has negative consequences for student development in many areas and is a significant public health problem. Research conducted, particularly in the socioecological model, provides knowledge about the relationships between both individual characteristics and broader social context factors and bullying. The results of the research conducted in recent years indicate that bullying may be influenced by the leadership provided by school principals. The aim of the present research was to search for relationships between leadership styles reported by school principals and the victimization and perpetration of bullying reported by students. Methods. Data analyzed were collected from 3,863 students in grades 7–9 from 22 schools combined with data from self-reported leadership styles of principals. Data on victimization and perpetration of bullying, student characteristics and the school climate reported by students, and data on the leadership styles of school principals were collected. Logistic regression was used in the analyses. Results. The charismatic leadership style of principals is associated with increased reported victimization and perpetration of bullying by students. Two leadership styles play a protective role. A team-oriented leadership style is associated with decreased victimization, and a humane-oriented style is associated with decreased reported bullying perpetration by students. Conclusions. The results add nuance to the findings of previous research indicating that the leadership style of school principals may act as a risk or protective factor against peer bullying.