Primary School Teacher's Self-Efficacy in Handling School Bullying: A Case Study (original) (raw)
Related papers
Teachers ’ Self-Efficacy in Dealing with Bullying Among Secondary Schools Students in Malaysia
2016
It is no doubt that bullying has a lot of negative consequences on students and the most worrying part is that some victims of bullying even took away their own life or thinking about committing suicide. Evidences from a number of studies suggest that generally teachers are not very effective when they address or deal with cases of bullying in schools. Although there is now a considerable literature on the steps schools can take in dealing with cases of bullying, curiously enough there is little information available about what school teachers actually feel, think, and do when bullying is going on at their schools. Scant attention has been paid to school teachers’ self-efficacy regarding dealing with bullying particularly in Malaysia. The purpose of this study was to identify the levels of secondary schools teachers’ self-efficacy (behavioral, Cognitive, and Emotional) in terms of dealing with bullying among students. Responses to sense of efficacy when dealing with bullying among s...
Dealing With Bullying Among Secondary School Students in Malaysia: Deputy Principal’s Self-Efficacy
2016
Deputy Principals are second in command structure of secondary schools and remain as one of the least understood role in the schools of contemporary education systems. Scant attention has been paid especially to their self-efficacy regarding bullying and what actually are their ability when they deal with this type of problem, particularly in Malaysia. There also relatively little is known about sources that have an impact on deputy principals’ selfefficacy regarding dealing with bullying in school, in the local context or probably in the international arena. The purpose of this study was to identify the overall source of influence that contributes to deputy principals’ self-efficacy and what are the levels of their selfefficacy in terms of dealing with bullying in secondary schools. This quantitative research utilizes a correlation method in order to examine the relationship between various sources of influence and teacher sense of efficacy when dealing with bullying among students...
Principals’ Self-Efficacy Beliefs about Managing Bullying Cases in Secondary Schools
2021
School education is termed as the foundation that has the whole life of the child dependent upon. Schools are expected to be at par with the latest educational trends, shaping the students' personalities by mitigating the adversities of life yet contemplating skills needed to succeed in life later on. For the very same reason, modern schools ensure an overall environment conducive to the overall development of children. Several factors can hinder the process, among which bullying in schools has become the major concern. School principals have the encumbrance to maintain a hassle-free environment and an uninterrupted teaching-learning process in school. The study, therefore, sought to explore the efficacy beliefs of the principal to deal effectively with bullies while interplaying with different paradigms of bullying management. The theoretical framework was nested in the six approaches presented by Rigby as in Traditional Disciplinary Approach, Strengthening the Victim, Mediati...
Teachers\u27 Attitudes Towards Overt and Covert Bullying, and Perceived Efficacy to Intervene
2011
Abstract: 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
The Effect of Counseling Group towards Self-efficacy at Victim Bullying Students
International Journal of Social Science And Human Research
Bullying is still being a phenomenon in Indonesia. Victims of bullying is not just passive actors in bullying situations. In 2021 the data of Junior High School in Cirebon City, bullying cases reached to 83 cases. One of the efforts to increase self-efficacy for victims of bullying is by providing counseling services using counseling group strategies. The purpose of this research is to determine the effect of counseling group towards self-efficacy at victim bullying students. This research used analytical method, quasi experimental design with pretest and posttest group design. The sample of this research was 42 victim bullying students who have been recorded in the counseling section and meet the inclusion criteria. The data collecting of this research was using questionnaires and analyzed with independent sample t tests and paired tests. The results of this research showed that the characteristics of students who were victims of bullying were mostly women (57.1%) with an average a...
Teachers' Attitudes Towards Overt and Covert Bullying, and Perceived Efficacy to Intervene
Australian Journal of Teacher Education, 2011
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 selfefficacy 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.
TEACHERS’ EXPECTATIONS AND SELF-EFFICACY FOR WORKING WITH BULLIES AND VICTIMS
Psychology in the Schools
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.
Investigation of Bullying Controlling Strategies by Primary School Teachers at District Haripur
Peshawar Journal of Psychology and Behavioral Sciences (PJPBS)
The current study was conducted to investigate the use of bullying strategies by the primary school teachers at District Haripur. The aim of this study was to identify the most frequently used bullying strategies as well as the least used bullying prevention strategies by the primary school teachers at District Haripur. Survey research design was used to conduct the study. Convenient sampling technique was used to collect the required information about the bullying controlling strategies from a sample of fifty primary school teachers. A questionnaire comprising of twelve (12) items was used to collecting the required information which was validated by experts. Percentage was used for the purpose of analyse of data. Results indicated that teachers make sure that there is safe physical environment so that there is no bullying in the class followed by clear instructions to the students before the start of any activity. They are provided awareness creation program available for the teac...
The Teacher’s Role in Preventing Bullying
Frontiers in Psychology, 2019
The teacher plays an important role in the management of classroom bullying (Yoon and Bauman, 2014). Therefore, understanding and fostering teachers' characteristics able to predict successful responses to bullying and victimization is a priority for prevention programs. The aim of this study was to evaluate whether the association between the teacher's individual characteristics, such as her/his competence in regard to the phenomenon, job satisfaction, and self-efficacy, and the school level of bullying/victimization was mediated by the teacher's intervention when an episode of bullying occurred. The study included 120 teachers (17.5% boys; 79.2% girls), between the ages of 25 and 66 (mean age = 48.21; SD = 9.22), and 1,056 students (40.3% boys; 59.6% girls), between the ages of 11 and 17 (mean age = 13.09; SD = 1.46). A total of 57% of the students were attending secondary middle school and 42.2% were in secondary high school. Path analyses showed that for perpetrated behaviors, teachers' competence on bullying affects students report of bullying through a higher likelihood of teachers' intervention after a bullying episode occurred. The indirect effect resulted significant. Lower levels of bullying and victimization were associated with teacher job satisfaction, thus indicating how professional fulfillment can influence the classroom climate. The model for victimization was the same, except that the indirect path was not significant. Findings are discussed in terms of teachers' involvement in bullying intervention and prevention.
Middle East Current Psychiatry
Background Bullying among peers in schools is a significant public health problem that contributes to unhealthy outcomes for those who bully or are bullied. Aim The aim of the study is to evaluate the effect of a psychoeducational intervention for teachers about bullying behavior prevention among secondary school students. Results The present study shows that there is highly statistical significance between total intervention regarding bullying at school and total bullying perceptions post-psychoeducational intervention. Conclusions It is important for teachers to receive a psychoeducational intervention from time to time to help them teach students how to solve their problems that can redirect potentially negative or passive behaviors to positive problem-solving and leadership skills.