Factors Influencing Teachers' Confidence in Intervening in Harassment: Testing a Theoretical Model

• In Event: Roundtable Session 34
  In Roundtable Session: The Importance of Social Context

Abstract

This paper presents the findings from a national study that identified factors impacting teachers’ reported level of confidence in intervening in incidents of gendered harassment. Participants completed an online survey and answered questions about the formal and informal factors impacting the climate in their school as well as the external and internal influences shaping their confidence in addressing forms of sexual, homophobic and transphobic harassment. Using hierarchical linear regression, researchers tested a theoretical model and identified that external-informal factors (school culture), and internal factors (personal identities and life experiences) had a stronger impact on teachers’ levels of confidence than did external-formal factors (school policies and resources). These results offer insights for teacher preparation, and school safety and anti-bullying programs.

Authors

• Elizabeth J. Meyer, University of Colorado - Boulder

• Catherine Taylor, University of Winnipeg

• Tracey Peter, University of Manitoba