Teachers' self-efficacy in bullying interventions and their probability of intervention.

Autor/inn/en	Fischer, Saskia M.; Bilz, Ludwig
Titel	Teachers' self-efficacy in bullying interventions and their probability of intervention. Gefälligkeitsübersetzung: Die Selbstwirksamkeit von Lehrern bei Mobbinginterventionen und die Wahrscheinlichkeit einer Intervention.
Quelle	In: Psychology in the schools, 56 (2019) 5, S. 751-764Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0033-3085; 1520-6807
DOI	10.1002/pits.22229
Schlagwörter	Einstellung (Psy); Selbstwirksamkeit; Lehrer; Mobbing; Intervention
Abstract	Teacher intervention is an important factor in stopping bullying. Several studies indicate that teachers who believe they are capable of stopping bullying intervene more often in bullying. But this finding has only been based on hypothetical situations. It remains unclear if these results can be replicated in bullying interventions that the teachers actually performed. In addition, some studies claim that self-efficacy is only connected to teacher intervention in direct forms of bullying, rather than indirect forms. In the current study, teachers' self-efficacy in bullying interventions and the probability that they will intervene is investigated using self-reported real-life bullying situations in a sample of German teachers. Results show that teachers who feel more confident in dealing with bullying report intervening more often in bullying episodes they observed. Teacher training should include discussions of real-life experiences to promote teachers' self-efficacy beliefs and increase the probability of teacher intervention. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/3