Predictors and forms of intervention in peer bullying: pre-service teachers vs. teachers

Abstract

Research shows that teachers' perceptions of peer bullying (PB) are an important predictor of their intervention. Th erefore, the aims of the study were to fi nd out i) how serious pre-service teachers and teachers fi nd diff erent types of PB, ii) how empathic to the victims and willing to intervene they are, iii) what predicts interventions in both groups and iv) what forms of intervention pre-service teachers and teachers would use regarding victims and perpetrators. Results suggest that teachers perceive all types of PB as more severe than pre-service teachers and are more willing to intervene earlier, but pre-service teachers show more empathy for the victims. Th e strongest predictor of intervention in both groups is beliefs about the severity of bullying, but their forms of intervention diff er signifi cantly. Implications of the study fi ndings are also discussed.

Preservice Teachers’ Knowledge and Attitudes Toward Bullying: A Systematic Review

“…A few exemplars of excluded studies are worth noting. Some reports did not fit our publication criteria, or results specific to preservice teachers were not available such as when studies had combined samples of in-service and preservice teachers (e.g., Ortiz-Bush & Schultz, 2016;Pečjak & Pirc, 2015). We followed recommendations to seek additional information (T. Li et al, 2021) and emailed authors two times, 2 weeks apart for results specific to preservice teachers.…”

Psihološki vidiki medvrstniškega nasilja v šolah: ugotovitve nekaterih slovenskih raziskav

“…Zato smo v študiji (Pečjak in Pirc, 2015) želeli ugotoviti, kako slovenski učitelji zaznavajo resnost fizičnega, verbalnega in odnosnega nasilja, kakšna je njihova empatija do žrtev posameznih vrst nasilja in kako pripravljeni so posredovati pri različnih vrstah nasilja (Tabela 6). V študiji je sodelovalo 70 učiteljev iz šestih slovenskih šol, pri čemer je bilo 32 % učiteljev z razredne in 68 % učiteljev s predmetne stopnje (od tega 34 % učiteljev naravoslovnih in 34 % učiteljev družboslovnih predmetov.…”

Monitoring Elementary School Teachers’ Approaches to Handling Bullying Among Students

“…Macháčková (2010) identifi ed defi ciencies in intervention strategies for handling initial phases of bullying in teachers from selected elementary schools. Slovenian authors Pečjak & Pirc (2015) stated that "teachers' perceptions of peer bullying are an important predictor of their intervention". Despite the fact that handling bullying from the aspect of teachers has not been given intense attention, their contribution in the educational practice is unquestionable.…”