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ERIC Number: EJ1211132
Record Type: Journal
Publication Date: 2019-May
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0033-3085
EISSN: N/A
Teachers' Self-Efficacy in Bullying Interventions and Their Probability of Intervention
Fischer, Saskia M.; Bilz, Ludwig
Psychology in the Schools, v56 n5 p751-764 May 2019
Teacher intervention is an important factor in stopping bullying. Several studies indicate that teachers who believe they are capable of stopping bullying intervene more often in bullying. But this finding has only been based on hypothetical situations. It remains unclear if these results can be replicated in bullying interventions that the teachers actually performed. In addition, some studies claim that self-efficacy is only connected to teacher intervention in direct forms of bullying, rather than indirect forms. In the current study, teachers' self-efficacy in bullying interventions and the probability that they will intervene is investigated using self-reported real-life bullying situations in a sample of German teachers. Results show that teachers who feel more confident in dealing with bullying report intervening more often in bullying episodes they observed. Teacher training should include discussions of real-life experiences to promote teachers' self-efficacy beliefs and increase the probability of teacher intervention.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A