ABSTRACT

Teachers’ responses to incidents of bullying among students can be important for bullying dynamics. Theoretical models of teachers’ intervention competence and the theory of planned behavior suggest that teachers’ bullying intervention self-efficacy may be associated with teachers’ responses to bullying and students’ bullying behavior and bullying victimization experiences. Several studies report an association between teachers’ self-efficacy and their intervention behavior in incidents of bullying. However, the possible association with student bullying perpetration has rarely been examined so far. The current study explores the association between class teachers’ self-efficacy and students’ bullying victimization, perpetration, and combined bully-victim behavior in a sample of 2,071 students and their 93 class teachers in Germany. The results suggest an association between class teachers’ self-efficacy and students’ perpetration behavior. The higher teachers’ bullying intervention self-efficacy, the fewer students seem to bully other students. In contrast, teachers’ self-efficacy was not associated with students’ victimization experiences and students’ bully-victim behavior. Possible underlying mechanisms, as well as limitations of the present results, are discussed. Further research is needed to substantiate the findings.

摘要

教师对学生欺凌事件的反应对欺凌动态很重要。教师干预能力理论模型和计划行为理论表明，教师的欺凌干预自我效能可能与教师对欺凌的反应、学生的欺凌行为和欺凌受害经历有关。一些研究报告了教师的自我效能感与他们在欺凌事件中的干预行为之间的关联。然而，到目前为止，很少有人研究与学生欺凌行为可能存在的关联。目前的研究以德国 2,071 名学生及其 93 名班主任为样本，探讨班主任的自我效能与学生的欺凌受害、施暴以及欺凌-受害者综合行为之间的关系。结果表明，班主任的自我效能感与学生的犯罪行为之间存在关联。教师的欺凌干预自我效能越高，学生欺凌其他学生的可能性就越小。相比之下，教师的自我效能与学生的受害经历和学生的欺凌行为无关。讨论了可能的潜在机制以及目前结果的局限性。需要进一步的研究来证实这些发现。讨论了可能的潜在机制以及目前结果的局限性。需要进一步的研究来证实这些发现。讨论了可能的潜在机制以及目前结果的局限性。需要进一步的研究来证实这些发现。