Teachers’ Expectations and Self-efficacy for Working with Bullies and Victims
نویسندگان
چکیده
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. C ⃝ 2013 Wiley Periodicals, Inc.
منابع مشابه
Title A Latent Class Growth Analysis Of School Bullying And ItsSocial Context : The Self - determination Theory Perspective
The contribution of social context to school bullying was examined from the self-determination theory perspective in this longitudinal study of 536 adolescents from three secondary schools in Hong Kong. Latent class growth analysis of the student-reported data at five time points from Grade 7 to Grade 9 identified four groups of students: bullies (9.8%), victims (3.0%), bullyvictims (9.4%), and...
متن کاملTeachers’ Intervention in School Bullying: A Qualitative Analysis on Italian Teachers
The chances that a teacher will intervene in a case of bullying appear to be associated with several variables, which may be resumed as the confidence that he has in his capability to deal with problems at school. In accordance with Social Cognitive Theory and Attribution Theory, the three-factor model of self-confidence was used to investigate the differences between preservice teachers (PSTs)...
متن کاملA latent class growth analysis of school bullying and its social context: the self-determination theory perspective.
The contribution of social context to school bullying was examined from the self-determination theory perspective in this longitudinal study of 536 adolescents from 3 secondary schools in Hong Kong. Latent class growth analysis of the student-reported data at 5 time points from grade 7 to grade 9 identified 4 groups of students: bullies (9.8%), victims (3.0%), bully-victims (9.4%), and typical ...
متن کاملAggression, social cognitions, anger and sadness in bullies and victims.
BACKGROUND The present study aimed to investigate children's social information processing (SIP) and emotions in the bullying situation, taking into account reactive and proactive aggression. More specifically, we investigated the way in which children interpret social information, which goals they select, how they evaluate their responses and which emotions they express in hypothetical situati...
متن کاملBullying and victimization in early adolescence: relations to social information processing patterns.
There is a gap in the literature on the social information processing (SIP) patterns of adolescents exposed to victimization in school. Therefore, we examine the SIP patterns of young adolescents characterized by their teachers and by their own reports as victims, bullies, bullies/victims, and neither bullies nor victims. The 105 adolescents participating in this study were asked to respond to ...
متن کامل