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://ucrisportal.univie.ac.at/de/publications/d8b78b55-6c23-4c1e-b402-13b539bda093