How teachers respond to school bullying: an examination of self-reported intervention strategy use, moderator effects, and concurrent use of multiple strategies
Date
2015
Authors
Burger, C.
Strohmeier, D.
Spröber, N.
Bauman, S.
Rigby, K.
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Journal article
Citation
Teaching and Teacher Education : An International Journal of Research and Studies, 2015; 51:191-202
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Abstract
Teachers' ( N = 625; 74% female) use of intervention strategies was examined in a hypothetical bullying episode. Self-reported strategies were best described by a five-factor structure. Teachers preferred authority-based interventions, followed by non-punitive work with bullies and involvement of other adults. They were less likely to work with victims or ignore the incident. About 60% of teachers would apply authority-based interventions toward bullies without working with victims at the same time, while 3% would work with victims without using authority-based interventions toward bullies. Strategy use was moderated by teachers' gender and teaching experience. Implications for bullying prevention and teacher education are discussed.
School/Discipline
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Copyright 2015 Elsevier