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 language | English (US) |
|---|---|
| Pages (from-to) | 191-202 |
| Number of pages | 12 |
| Journal | Teaching and Teacher Education |
| Volume | 51 |
| DOIs | |
| State | Published - 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
Cite this
How teachers respond to school bullying : An examination of self-reported intervention strategy use, moderator effects, and concurrent use of multiple strategies. / Burger, Christoph; Strohmeier, Dagmar; Spröber, Nina; Bauman, Sheri A; Rigby, Ken.
In: Teaching and Teacher Education, Vol. 51, 01.10.2015, p. 191-202.Research output: Contribution to journal › Article
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TY - JOUR
T1 - How teachers respond to school bullying
T2 - An examination of self-reported intervention strategy use, moderator effects, and concurrent use of multiple strategies
AU - Burger, Christoph
AU - Strohmeier, Dagmar
AU - Spröber, Nina
AU - Bauman, Sheri A
AU - Rigby, Ken
PY - 2015/10/1
Y1 - 2015/10/1
N2 - 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.
AB - 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.
KW - Anti-bullying intervention
KW - Bullying
KW - Configural frequency analysis
KW - Handling bullying questionnaire (HBQ)
KW - Intervention strategies
KW - School violence
KW - Teacher response
KW - Victimization
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UR - http://www.scopus.com/inward/citedby.url?scp=84937937231&partnerID=8YFLogxK
U2 - 10.1016/j.tate.2015.07.004
DO - 10.1016/j.tate.2015.07.004
M3 - Article
AN - SCOPUS:84937937231
VL - 51
SP - 191
EP - 202
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
SN - 0742-051X
ER -