Teachers' self‐efficacy in bullying interventions and their probability of intervention

Abstract

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.

Testing how teachers’ self-efficacy and student-teacher relationships moderate the association between bullying, victimization, and student self-esteem

“…Teachers must manage the behavioural climate in classrooms (Farmer et al, 2011), and efficacious teachers can successfully oversee and influence this ecology (Hendrickx et al, 2017a). Teachers' Self-Efficacy (TSE) for intervening in social dynamics refers to the self-perceived ability of teachers to effectively manage and intervene in social behaviour and relationships (Bandura, 1977;Fischer & Bilz, 2019;Vieluf et al, 2013), including handling bullying situations (van Verseveld et al, 2019). Self-efficacy can be seen as a predictor of teachers' behaviour and actions (van Verseveld et al, 2019;Zee & Koomen, 2016).…”

“…The teachers' role can take multiple forms. At the classroom level, teachers need to be able to manage the classroom and intervene in social dynamics (Fischer & Bilz, 2019). At the dyadic level, the relationship between teachers and students can provide students with signals about their teachers' approval and support, which can result in differences in children's social adaptation to school (Doumen et al, 2011) and function as a protective factor against peer victimization and its negative effects on students' self-esteem (Sulkowski & Simmons, 2018).…”

The Teacher’s Role in Preventing Bullying

“…Among those, teachers’ self-efficacy assumes a central role. Literature showed that teachers with higher self-efficacy are more likely to intervene both for direct and indirect forms of bullying (Fischer and Bilz, 2019). Overall, higher levels of teachers’ self-efficacy increase the likelihood to identify victims and to understand the victims’ sufferance (Oldenburg et al, 2015; Nappa et al, 2018), increase the efforts teachers put in the intervention, and the success of those actions (Hawley and Williford, 2015).…”

Akran Zorbalığını Önlemede Okul Tabanlı Müdahale Programları: Sistematik Derleme

“…Öğrencilere yönelik girişimlerde öz-saygı (Huitsing vd., 2019), öz-yeterlilik becerisini geliştirme (Fischer ve Bilz, 2019), empati (Doane vd., 2016), zorbalık davranışını önleme (Cross vd., 2016) gibi davranış geliştirmeye yönelik girişimler amaçlanmıştır. Öğretmenlere yönelik girişimlerde farkındalık (Wo'jcik ve Hełka, 2019), zorbalık davranışına müdahale etme ve ailelerle iş birliği içerisinde (Van Niejenhuisi vd., 2020) olamaya yönelik girişimler hedeflenmiştir.…”