Understanding Teacher Responses to School Bullying Incidents: An Application of the Theory of Planned Behavior

Author

Maxwell Robert SeigelFollow

Date of Award

12-1-2024

Degree Name

Master of Arts

Department

Psychology

First Advisor

Cashel, Mary Louise

Abstract

Bullying is a subtype of aggressive behavior that is widespread across schools nationwide. While whole-school antibullying programs are most effective at curtailing bullying behavior, less clear is the specific role teachers play in achieving this goal. Teachers represent key personnel who reduce bullying by directly influencing the classroom ecology, and most antibullying programs contain teacher components. However, many teachers lack the confidence, skills, and knowledge to intervene appropriately. The purpose of this study is to evaluate the relationships among teacher bullying knowledge, bullying attitudes, perceived-self efficacy, teaching climate, likelihood and methods of intervention using the Theory of Planned Behavior as a guiding conceptual framework. The theory posits that individual characteristics interact with attitudes, self-perceptions, and knowledge, to affect an individual’s likelihood to take action or engage in a specific behavior. An online survey containing a compilation of measures assessing bullying attitudes, knowledge, perceptions of teaching climate, perceived self-efficacy to intervene, and choice of intervention strategies was administered to a sample of 52 teachers employed in a rural Southern Illinois PreK-8 school district. Results showed that bullying recognition was associated with bullying prevention training and years of teaching experience. However, contrary to the theory, there were no significant relations among attitudes, knowledge, self-perceptions and intervention action or strategies. Implications are discussed at the teacher, school, and policy level.