TEACHERS' ATTITUDES TOWARD DIFFERENT TYPES OF BULLYING AND VICTIMIZATION IN TURKEY
Article first published online: 18 OCT 2013
© 2013 Wiley Periodicals, Inc.
Psychology in the Schools
Volume 50, Issue 10, pages 987–1002, December 2013
How to Cite
Duy, B. (2013), TEACHERS' ATTITUDES TOWARD DIFFERENT TYPES OF BULLYING AND VICTIMIZATION IN TURKEY. Psychol. Schs., 50: 987–1002. doi: 10.1002/pits.21729
- Issue published online: 26 OCT 2013
- Article first published online: 18 OCT 2013
In the present study, attitudes of elementary school teachers toward different types of bullying (verbal, physical, and relational) were investigated. Six written vignettes describing all types of bullying were given to 405 elementary school teachers (F = 218; M = 187). Results indicated that teachers perceived relational bullying, specifically, social exclusion, less serious than verbal and physical bullying. Unlike previous findings, however, the teachers considered verbal bullying behaviors more serious than physical bullying behaviors and were also more empathetic toward the victim physically bullied and the victim verbally bullied than the victim relationally bullied. Coherent with the findings of empathy, they were also more likely to intervene in verbal and physical bullying behaviors than relational bullying behaviors. Gender of the participant was a significant factor for all variables. The most rated intervention strategy was having a serious talk with the bully, regardless of the type of victimization. Multiple regression analysis illustrated that seriousness and empathy scores both predicted the need for intervention scores significantly in all types of bullying. The findings of this study highlight the importance of increasing teachers’ awareness and knowledge about all types of bullying, their consequences, and intervention skills to lessen bullying behaviors.