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How individual and environmental factors influence teachers' bullying intervention

Title
How individual and environmental factors influence teachers' bullying intervention
Authors
Song, Keng-HieLee, Seung-YeonPark, Shinwon
Ewha Authors
이승연
SCOPUS Author ID
이승연scopus
Issue Date
2018
Journal Title
PSYCHOLOGY IN THE SCHOOLS
ISSN
0033-3085JCR Link

1520-6807JCR Link
Citation
PSYCHOLOGY IN THE SCHOOLS vol. 55, no. 9, pp. 1086 - 1097
Keywords
bullyingindividual and environmental factorsteacher intervention
Publisher
WILEY
Indexed
SSCI; SCOPUS WOS scopus
Document Type
Article
Abstract
Although most teachers realize the seriousness of bullying and try to intervene, some take a passive stance, while others take active action. The present study examined individual and environmental factors that make teachers either passive or active interveners. Self-reported questionnaires were collected from 200 middle school teachers in South Korea. Teachers were classified into either active (54.5%) or passive action clusters according to differences in individual (learned helplessness, attributional style, preparedness) and environmental (social support) factors. In each cluster, the moderation effects of social support between teacher preparedness and bullying intervention were analyzed. Results indicate that adequate social support from school administrators is critical for passive teachers. However, in the case of active teachers, social support from colleagues was the most important moderator. For both groups of teachers, preparedness in bullying is necessary to increase their bullying intervention. The results indicate that the implementation of differential strategies for each teacher cluster is key to promoting bullying intervention.
DOI
10.1002/pits.22151
Appears in Collections:
사회과학대학 > 심리학전공 > Journal papers
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