With school-level variables receiving increasing attention for their role in the maintenance of bullying behaviors, this study examined teacher responses to a hypothetical bullying situation among a sample of South Korean teachers. Using an online survey method, school-level variables (anti-bullying policy and anti-bullying program) and individual characteristics (anti-bullying training and years of teaching experience) were also collected. Factor analyses indicated a two-factor solution in teacher responses: Ignore and Action. The Action scores differed significantly by gender and by years of teaching experience, but not by school-level variables or anti-bullying training. The implications for teacher training are discussed.
- hypothetical bullying situation
- online survey
- teacher reponses
- teacher training
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Psychiatry and Mental health