Teachers' attitudes towards overt and covert bullying, and perceived efficacy to intervene

Byers, Dianne L., Caltabiano, Nerina J., and Caltabiano, Marie L. (2011) Teachers' attitudes towards overt and covert bullying, and perceived efficacy to intervene. Australian Journal of Teacher Education, 36 (11). 8. pp. 105-119.

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Covert bullying has become a serious problem in Australian schools. Past research has focused on overt bullying, especially physical forms. This study explores teacher characteristics that influence their attitudes and responses to covert bullying. Responses to three scales measuring teacher attitudes towards bullying, perceived self-efficacy and preferred style of handling bullying incidents, as well as background questions were sought from 62 teachers from a Catholic Diocese in Queensland. Overt bullying incidents were taken more seriously than covert bullying; victims were shown empathy and intervention was likely. All teachers showed high levels of self-efficacy and were likely to intervene in overt bullying incidents. The most predominant style for handling bullying was one that focused on punishing the bully. Ongoing professional development is warranted to help ease this insidious problem in schools.

Item ID: 20124
Item Type: Article (Research - C1)
ISSN: 1835-517X
Keywords: bullying, teachers' attitudes, efficacy to intervene
Date Deposited: 29 Feb 2012 00:56
FoR Codes: 17 PSYCHOLOGY AND COGNITIVE SCIENCES > 1701 Psychology > 170103 Educational Psychology @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9304 School/Institution > 930403 School/Institution Policies and Development @ 100%
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