How south korean teachers handle an incident of school bullying

Jina Yoon, Sheri Bauman, Taesan Choi, Alisa S. Hutchinson

Research output: Contribution to journalArticlepeer-review

38 Scopus citations


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.

Original languageEnglish (US)
Pages (from-to)312-329
Number of pages18
JournalSchool Psychology International
Issue number3
StatePublished - Jun 2011


  • bullying
  • hypothetical bullying situation
  • online survey
  • teacher reponses
  • teacher training
  • teachers

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Psychiatry and Mental health


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