The impact of a bullying awareness programme for primary school teachers: a cluster randomised controlled trial in Dhaka, Bangladesh

Most. Aeysha Sultana, Paul R. Ward, Malcolm J. Bond

Research output: Contribution to journalArticle

Abstract

Many anti-bullying programmes use teachers in the critical role of provider, yet few trials focus on enhancing their ability to fulfil this role. As teachers’ readiness may impact on the effectiveness of anti-bullying programmes, the aim of this study was to evaluate an awareness programme for primary school teachers in Dhaka, Bangladesh. A 2 (group) x 3 (time) Cluster Randomised Controlled Trial was conducted sampling six clusters (3 control with 56 teachers, 3 intervention with 60 teachers). Four 2-h sessions were conducted weekly. Effectiveness was measured using questionnaires at pre-test (1 week pre-programme), post-test (1week post-programme) and follow-up (4 months later). They assessed the definition of and perceptions of bullying, intentions to act and actions taken against bullying. All constructs except the latter improved significantly for the intervention group relative to the control group. It is argued that bullying policies should be introduced that include regular in-service teacher training.

Original languageEnglish
Pages (from-to)106-116
Number of pages12
JournalEducational Studies
Volume46
Issue number1
DOIs
Publication statusE-pub ahead of print - 22 Oct 2018

Keywords

  • Bangladesh
  • cluster randomised controlled trial
  • in-service training
  • perceptions of bullying
  • primary school teachers
  • School bullying

Fingerprint Dive into the research topics of 'The impact of a bullying awareness programme for primary school teachers: a cluster randomised controlled trial in Dhaka, Bangladesh'. Together they form a unique fingerprint.

  • Cite this