How South Korean Teachers Handle an Incident of School Bullying

Autor/inn/en	Yoon, Jina; Bauman, Sheri; Choi, Taesan; Hutchinson, Alisa S.
Titel	How South Korean Teachers Handle an Incident of School Bullying
Quelle	In: School Psychology International, 32 (2011) 3, S.312-329 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034311402311
Schlagwörter	Teacher Characteristics; Bullying; Teaching Experience; Foreign Countries; Teacher Role; Peer Relationship; Surveys; School Policy; Factor Analysis; Gender Differences; Faculty Development; Institutional Characteristics; South Korea + Suchen Sie Ihr Suchwort? Mobbing; Ausland; Lehrerrolle; Peer-Beziehungen; Survey; Umfrage; Befragung; Schulpolitik; Faktorenanalyse; Geschlechterkonflikt; Korea; Republik
Abstract	With school-level variables receiving increasing attention for their role in the maintenance of bullying behaviors, this study examined teacher responses to a hypothetical bullying situation among a sample of South Korean teachers. Using an online survey method, school-level variables (anti-bullying policy and anti-bullying program) and individual characteristics (anti-bullying training and years of teaching experience) were also collected. Factor analyses indicated a two-factor solution in teacher responses: Ignore and Action. The Action scores differed significantly by gender and by years of teaching experience, but not by school-level variables or anti-bullying training. The implications for teacher training are discussed. (Contains 3 tables and 1 figure.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10