A Professional Development Workshop Addressing Bullying and Power: Enhancing Preservice Teachers' Management Intentions and Self-Efficacy

• In Event: The Impact of Teacher-Student Relationships on Prosocial Behavior, Restorative Justice, and Bullying

Abstract

Teachers are under exceptional pressure to resolve issues of bullying and aggression, but are often left alone to navigate complex group social processes (power hierarchies). We present a professional development workshop derived from principles from social psychology. The theory of planned behavior was used to develop learning goals and the measurement tool. Like other classroom management curricula, we utilize a relationship-based community model. Our goal was to enhance teachers’ self-efficacy to increase their intentions to enact effective prevention and intervention strategies. Results based on 224 teacher candidates revealed significant effects in the desired direction for all modules, but especially those modules that introduced novel material. Implications for teacher training and classroom climate vis-à-vis power dynamics are discussed.

Authors

• Patricia H Hawley, Texas Tech University

• Anne Williford

• Nancy Coffey

• Julianna Carpenter