Using the Extended Parallel Process Model To Understand How Likely Teachers Will Intervene with Bullying

• In Event: Issues and Interventions in School Safety

Abstract

Using the Extended Parallel Process Model, this study examines the effects of teachers’ perceived threat and efficacy on their likelihood of intervening with bullying. It also assesses whether the associations varied by the school-level at which teachers taught and their years of experience working at their school. The cross-sectional data come from a district-wide survey comprising 1,062 teachers. Using structural equation modeling, the results showed that threat and efficacy are associated with the teachers’ likelihood of intervening. Effects varied by years of experience teaching but not school-level. Among teachers with fewer years of experience, perceived threat was not associated with likelihood of intervening. Accordingly, bullying prevention programs targeting teachers should be appropriately tailored to address experience-level specific concerns and behaviors.

Authors

• Jeffrey Duong, Johns Hopkins University

• Catherine P. Bradshaw, Johns Hopkins University