How teachers respond to school bullying

Autor(en)

Christoph Burger, Dagmar Strohmeier, Nina Spröber, Sheri Bauman, Ken Rigby

Abstrakt

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.

Organisation(en)

Institut für Psychologie der Entwicklung und Bildung, Institut für Arbeits-, Wirtschafts- und Sozialpsychologie

Externe Organisation(en)

Fachhochschule Oberösterreich, Universität Ulm, University of Arizona, University of South Australia

Journal

Teaching and teacher education

Band

51

Seiten

191-202

Anzahl der Seiten

12

ISSN

0742-051X

DOI

https://doi.org/10.1016/j.tate.2015.07.004

Publikationsdatum

10-2015

Peer-reviewed

Ja

ÖFOS 2012

501016 Pädagogische Psychologie

Schlagwörter

ASJC Scopus Sachgebiete

Education

Link zum Portal

https://ucris.univie.ac.at/portal/de/publications/how-teachers-respond-to-school-bullying(d8b78b55-6c23-4c1e-b402-13b539bda093).html