Teacher Self-Efficacy and Intentions to Use Antibullying Practices as Predictors of Children's Peer Victimization

Gregus, Samantha J.; Rodríguez, Juventino Hernández; Pastrana, Freddie A.; Craig, James T.; McQuillin, Samuel D.; Cavell, Timothy A.

doi:10.17105/spr-2017-0060.v46-3

Cited by 17 publications

(22 citation statements)

References 59 publications

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“…The success of teacher intervention has important implications in terms of how students should be effectively supported, and how their confidence and sense of security might increase. Trying to deepen factors predicting a successful response of teachers to bullying is a priority to define the most important components for teachers’ training (Yoon et al, 2011; Gregus et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Teacher’s Role in Preventing Bullying

2019

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The teacher plays an important role in the management of classroom bullying ( Yoon and Bauman, 2014 ). Therefore, understanding and fostering teachers’ characteristics able to predict successful responses to bullying and victimization is a priority for prevention programs. The aim of this study was to evaluate whether the association between the teacher’s individual characteristics, such as her/his competence in regard to the phenomenon, job satisfaction, and self-efficacy, and the school level of bullying/victimization was mediated by the teacher’s intervention when an episode of bullying occurred. The study included 120 teachers (17.5% boys; 79.2% girls), between the ages of 25 and 66 (mean age = 48.21; SD = 9.22), and 1,056 students (40.3% boys; 59.6% girls), between the ages of 11 and 17 (mean age = 13.09; SD = 1.46). A total of 57% of the students were attending secondary middle school and 42.2% were in secondary high school. Path analyses showed that for perpetrated behaviors, teachers’ competence on bullying affects students report of bullying through a higher likelihood of teachers’ intervention after a bullying episode occurred. The indirect effect resulted significant. Lower levels of bullying and victimization were associated with teacher job satisfaction, thus indicating how professional fulfillment can influence the classroom climate. The model for victimization was the same, except that the indirect path was not significant. Findings are discussed in terms of teachers’ involvement in bullying intervention and prevention.

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Section: Introductionmentioning

confidence: 99%

The Teacher’s Role in Preventing Bullying

2019

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“…The achievement of teacher interference has important insinuations in terms of how students should be effectively supported and how their self-confidence and sense of safety might increase. Trying to expand factors forecasting a successful reaction of teachers to bullying is a main concern to define the most significant constituents for teachers' preparations [31].…”

Section: Discussionmentioning

confidence: 99%

Bullying Prevalence among Secondary School Children in Khamis Mushait City, Southwestern Saudi Arabia

Alsaleem

Alhashem

Alsaleem

et al. 2021

Behavioral Sciences

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Bullying is a type of behavior that involves frequent, hostile activities expected to harm another person physically, mentally, or emotionally. Bullying behavior uses force, pressure, or threats to maltreat, forcefully dominate, or terrify another individual. The aim of this study was to assess the bullying prevalence and related features among secondary school pupils in Khamis Mushait city, southwestern Saudi Arabia. A cross-sectional investigation was performed among governmental and private secondary schools in Khamis Mushait city. Data were gathered from the study pupils using a pre-structured questionnaire. Bullying was assessed using the school climate bullying survey. The study included 300 secondary school students (163 females and 137 males). The overall rate of bullying was 64.7% (95% CI 59.1–69.9). The most prevalent type of bullying was verbal (41.7%, 95% CI 36.0–47.5) followed by physical (17.0%, 95% CI 12.9–21.7), and social (6.0%, 95% CI 3.6–9.3). Males had more than two times greater probability of having been bullied than females (aOR = 2.522, 95% CI 1.408–4.518). Similarly, students in first-level grade classes had more than three times greater probability of being bullied victims than those in the higher classes, i.e., second- and third-level grade classes (aOR = 3.417, 95% CI 1.159–10.07). More than half of the students tell teachers when other students are being bullied (53.7%) and tell a teacher or staff member at the school if they are being harassed (53.6%); teachers are doing anything they can to help if they are told that a student is being bothered (58.7%), and teachers are making clear to students that bullying is not tolerated (52.3%). In conclusion, in the present study, we reported a high prevalence rate of bullying among secondary school pupils in Khamis Mushait city, southwestern Saudi Arabia. Concerted efforts among teachers and health care providers in the region should be mandatory to deal with the problem.

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“…On the basis of international research, Rigby (2014) concluded that a substantial portion of students continue to be bullied at school aft er they have sought help from teachers. Teachers are key players it this area (Gregus et al, 2017), but we have to ask what means they use to eliminate bullying, because these means are oft en behind the eff ectiveness of its management.…”

Section: Discussionmentioning

confidence: 99%

Monitoring Elementary School Teachers’ Approaches to Handling Bullying Among Students

Novocký¹,

Dulovics²,

Petrík³

2021

tner

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Th e aim of the study was to map teachers' preferred approaches to handling bullying among students. Th e scaled Handling Bullying Questionnaire (Bauman et al., 2008) was used. Th e structure of the research tool was determined using exploratory factor analysis indicating the existence of 5 dimensions. Th e good fi t of the model to the actual data was verifi ed using confi rmatory factor analysis returning very good values of the good fi t indices (CFI, TLI, RMSEA, SRMR, GFI). 696 teachers of the elementary school second level participated in the research. Th eir mean age was 46.53 years (SD = 9.34) and the mean length of their experience was 21.10 years (SD = 10.44). Male teachers scored statistically signifi cantly higher on the dimension "Disciplining the bully"; teachers who had obtained their qualifi cation through a supplementary pedagogical study scored statistically signifi cantly lower on the dimension "Ignoring the incident" and higher on the dimensions "Enlisting other adults" and "Disciplining the bully"; class teachers scored statistically signifi cantly higher on the dimension "Working with the bully"; teachers having received anti-bullying training within their continuing education scored statistically signifi cantly higher on the dimensions "Working with the bully" and "Enlisting other adults"; teachers with functions aimed at sorting out students' problem behaviour scored the lowest on the dimension "Ignoring the incident". Neglectful and weak eff ects were identifi ed of the diff erences in resulting values. Also, a weak direct dependence appeared between working with the bully as the preferred approach and the length of teachers' experience.

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Teacher Self-Efficacy and Intentions to Use Antibullying Practices as Predictors of Children's Peer Victimization

Cited by 17 publications

References 59 publications

The Teacher’s Role in Preventing Bullying

The Teacher’s Role in Preventing Bullying

Bullying Prevalence among Secondary School Children in Khamis Mushait City, Southwestern Saudi Arabia

Monitoring Elementary School Teachers’ Approaches to Handling Bullying Among Students

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