Comparing Perceptions of Bullying between School Teachers and Counselors

• In Event: School Climate and Safety, Part 2

Abstract

Research into bullying among school-age children and adolescents has proliferated over the last few decades, and prior studies largely focus on the etiology, intervention, and prevention of bullying (i.e., characteristics of bullies and victims) on campus. While these practical and theoretical questions are essential, the scope of prior research has largely omitted the school personnel that play equally important roles in intervening and preventing bullying. As a relatively closed environment, how school teachers and counselors perceive incidents of bullying directly relate to their first responses and subsequent steps taken. This study thus focused on these two groups of school personnel that interact with students on the daily basis. Accordingly, the present study employed scenario-based questions to gather teachers and school counselors’ responses regarding bullying, and national representative samples of teachers and school counselors in Taiwan are used. This study aimed to underline the differences between teachers and school counselors’ perceptions of the prevalence and seriousness of bullying and cyberbullying. In addition, factors that are attributable to school personnel’s perception, as well as the differences between them, are identified. This study concluded with discussion about the findings of school personnel’s perceptual differences and policy implications.

Authors

• Shun-Yung Kevin Wang, University of South Florida

• Ming-Li Hsieh, University of Wisconsin-Eau Claire

• Yu-sheng Linus Lin, National Taipei University

• Yi-feng Lan, Tamkang University