ERIC Number: EJ1028377
Record Type: Journal
Publication Date: 2014-Jan
Abstractor: As Provided
Reference Count: 62
Teachers' Expectations and Self-Efficacy for Working with Bullies and Victims
Skinner, Ann T.; Babinski, Leslie M.; Gifford, Elizabeth J.
Psychology in the Schools, v51 n1 p72-84 Jan 2014
Bullying is a significant concern in schools, and both bullies and victims are at risk for negative outcomes. In this study, 239 sixth-grade teachers completed questionnaires about their perceptions of four components of school climate: high-risk student behaviors, school-wide barriers to learning, principal support, and cooperation among teachers. Teachers' expectations and self-efficacy for working effectively with both bullies and victims were assessed using case study vignettes. The results indicated that teachers' perceptions of principal support were significantly related to teachers' expectations and self-efficacy for working with bullies. A graduate degree was also related to greater self-efficacy for working with bullies. Administrators and school psychologists should consider the role of perceived principal support as an important factor in influencing teachers' expectations and beliefs in working with bullies.
Descriptors: Teacher Effectiveness, Self Efficacy, Bullying, Grade 6, Questionnaires, Teacher Attitudes, At Risk Students, Behavior Problems, Educational Environment, Barriers, Administrator Role, Teacher Collaboration, Expectation, Vignettes, Principals, Correlation
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6
Authoring Institution: N/A