Middle School Teacher Willingness to Intevene in Bullying Situations: Efficacy, Concern, and Empathy for Victims

• In Event: Developmentally Responsive Practice in Middle-Level Schools

Abstract

This paper examined teacher willingness to intervene in bullying situations in middle schools with high and low incidence of violent and disruptive behavior and student poverty. In addition, this study investigated teacher concern toward seriousness of bullying behaviors, teacher level of empathy for the victim, teacher self-efficacy in behavior management, teacher personal childhood experiences with bullying as a bully or a victim.
Based upon analysis of 272 teacher surveys returned from Long Island schools, the authors found that there was a significant difference in teacher willingness to intervene between those who had personal childhood experiences as a victim of bullying and teachers who did not. Teacher concern, empathy, and personal childhood experiences were significant predictors of willingness to intervene.

Authors

• Maureen P. Hines, Sachem Central School District

• S. Marshall Perry, Dowling College