Citation

Yoon JS. Educ. Treat. Child. 2004; 27(1): 37-45.

Copyright

(Copyright © 2004, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

This study examined the attitudes and interventions of 98 elementary school teachers in bullying situations. The self-efficacy of teachers in behavioral management, empathy toward victims, and perceived seriousness of bullying situations were assessed using hypothetical vignettes that depicted different bullying incidents. The results indicated that the three teacher variables are important factors in predicting the likelihood of intervention by teachers in response to students' bullying behaviors, but not the level of teacher involvement. Implications of these findings for teacher preparation, continuing education, and future research are discussed.

Language: en