Predictors of teacher intervention in indirect bullying at school and outcome of a professional development presentation for teachers

Anna Dedousis-Wallace, Rosalyn Shute, Megan Varlow, Rachael Murrihy, Tony Kidman

    Research output: Contribution to journalArticle

    24 Citations (Scopus)

    Abstract

    This study with 326 girls-school teachers developed and tested a model of predictors of the likelihood that teachers will intervene in indirect bullying, and evaluated a professional development presentation. Teachers responded to bullying vignettes before and after a presentation on indirect bullying (Experimentals) or adolescent mental health (Controls). In accord with the model, perceived seriousness of indirect bullying mediated between empathy for victims and likelihood of intervening. Self-efficacy also had a direct effect on likelihood of intervention, though level of knowledge of the impact of indirect bullying made only a small contribution. Compared with Controls, the Experimental Group scored more highly, after the presentation, on perceived seriousness of indirect bullying, empathy for victims, likelihood of intervening and self-efficacy, but not on knowledge of impact. It is concluded that teacher education about indirect bullying may be most effective if it focuses on feelings rather than facts, and provides practical intervention strategies.

    Original languageEnglish
    Pages (from-to)862-875
    Number of pages14
    JournalEducational Psychology
    Volume34
    Issue number7
    DOIs
    Publication statusPublished - 2014

    Fingerprint Dive into the research topics of 'Predictors of teacher intervention in indirect bullying at school and outcome of a professional development presentation for teachers'. Together they form a unique fingerprint.

  • Cite this