How teachers respond to school bullying: An examination of self-reported intervention strategy use, moderator effects, and concurrent use of multiple strategies

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

Research output: Contribution to journalArticle

31 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)191-202
Number of pages12
JournalTeaching and Teacher Education
Volume51
DOIs
Publication statusPublished - Oct 1 2015

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Keywords

  • Anti-bullying intervention
  • Bullying
  • Configural frequency analysis
  • Handling bullying questionnaire (HBQ)
  • Intervention strategies
  • School violence
  • Teacher response
  • Victimization

ASJC Scopus subject areas

  • Education

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