Teachers' Attitudes Towards Overt and Covert Bullying, and Perceived Efficacy to Intervene
Teachers' Attitudes Towards Overt and Covert Bullying, and Perceived Efficacy to Intervene
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DOI：
10.14221/ajte.2011v36n11.1
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发表时间：
2011-11-01
影响因子：
0.6
通讯作者：
Caltabiano, Marie
中科院分区：
文献类型：
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作者：
Byers, Dianne;Caltabiano, Nerina;Caltabiano, Marie
隐性欺凌已成为澳大利亚学校的一个严重问题。过去的研究集中在公开的欺凌，特别是身体形式。本研究旨在探讨影响教师对待隐性欺负的态度和反应的教师特征。回应三个规模测量教师对欺凌的态度，自我效能感和首选的风格处理欺凌事件，以及背景问题，要求从62名教师从天主教教区在昆士兰州。公开的欺凌事件比隐蔽的欺凌更受到重视;受害者表现出同情心，并可能进行干预。所有的教师都表现出较高的自我效能感，并有可能在公开的欺凌事件进行干预。处理欺凌的最主要方式是侧重于惩罚欺凌者。持续的专业发展是必要的，以帮助缓解这一潜在的问题在学校。
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.