How south korean teachers handle an incident of school bullying

Jina Yoon, Sheri A Bauman, Taesan Choi, Alisa S. Hutchinson

Research output: Contribution to journalArticle

31 Citations (Scopus)

Abstract

With school-level variables receiving increasing attention for their role in the maintenance of bullying behaviors, this study examined teacher responses to a hypothetical bullying situation among a sample of South Korean teachers. Using an online survey method, school-level variables (anti-bullying policy and anti-bullying program) and individual characteristics (anti-bullying training and years of teaching experience) were also collected. Factor analyses indicated a two-factor solution in teacher responses: Ignore and Action. The Action scores differed significantly by gender and by years of teaching experience, but not by school-level variables or anti-bullying training. The implications for teacher training are discussed.

Original languageEnglish (US)
Pages (from-to)312-329
Number of pages18
JournalSchool Psychology International
Volume32
Issue number3
DOIs
StatePublished - Jun 2011

Fingerprint

Bullying
incident
exclusion
teacher
school
Teaching
study behavior
online survey
teacher training
Statistical Factor Analysis
experience
Maintenance
gender

Keywords

  • bullying
  • hypothetical bullying situation
  • online survey
  • teacher reponses
  • teacher training
  • teachers

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education
  • Psychiatry and Mental health

Cite this

How south korean teachers handle an incident of school bullying. / Yoon, Jina; Bauman, Sheri A; Choi, Taesan; Hutchinson, Alisa S.

In: School Psychology International, Vol. 32, No. 3, 06.2011, p. 312-329.

Research output: Contribution to journalArticle

Yoon, Jina ; Bauman, Sheri A ; Choi, Taesan ; Hutchinson, Alisa S. / How south korean teachers handle an incident of school bullying. In: School Psychology International. 2011 ; Vol. 32, No. 3. pp. 312-329.
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