The Multisite Violence Prevention Project corporate author group includes the following individuals listed by site: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention, Atlanta, GA: Thomas R. Simon, Robin M. Ikeda, Emilie Phillips Smith, LeRoy E. Reese. Duke University Center for Child and Family Policy: David L. Rabiner, Shari Miller, Donna-Marie Winn, Kenneth A. Dodge, Steven R. Asher (Department of Psychology and Neuroscience). University of Georgia: Arthur M. Horne (Department of Counseling and Human Development Services), Pamela Orpinas (Department of Health Promotion and Behavior), Roy Martin (Department of Educational Psychology), William H. Quinn (Department of Child and Family Development). University of Illinois at Chicago: Patrick H. Tolan, Deborah Gorman-Smith, David B. Henry, Franklin N. Gay, Michael Schoeny. Virginia Commonwealth University Department of Psychology: Albert D. Farrell, Aleta L. Meyer, Terri N. Sullivan, Kevin W. Allison. Emilie Phillips Smith is now at the Department of Human Development and Family Studies, Pennsylvania State University. LeRoy E. Reese is now at the Department of Community Health and Preventative Medicine, Morehouse School of Medicine. Shari Miller is now at the Research Triangle Institute, Research Triangle Park, NC. Donna-Marie Winn is now at the Frank Porter Graham Child Development Center, University of North Carolina at Chapel Hill. William H. Quinn is now at the College of Health, Education, and Human Development, Clemson University. Patrick H. Tolan is currently at the Curry School of Education, University of Virginia. Deborah Gorman-Smith, Franklin N. Gay, and Michael Schoeny are currently at Chapin Hall, University of Chicago. Aleta L. Meyer is now at the Office of Planning, Research, and Evaluation at the Administration for Children and Families, Division of Child and Family Development.
TEACHERS’ EXPECTATIONS AND SELF-EFFICACY FOR WORKING WITH BULLIES AND VICTIMS
Article first published online: 12 NOV 2013
© 2013 Wiley Periodicals, Inc.
Psychology in the Schools
Volume 51, Issue 1, pages 72–84, January 2014
How to Cite
Skinner, A. T., Babinski, L. M. and Gifford, E. J. (2014), TEACHERS’ EXPECTATIONS AND SELF-EFFICACY FOR WORKING WITH BULLIES AND VICTIMS. Psychol. Schs., 51: 72–84. doi: 10.1002/pits.21735
This study was funded by the National Center for Injury Prevention and Control, Centers for Disease Control and Prevention, CDC Cooperative Agreements U81/CCU417759 (Duke University), U81/CCU517816 (University of Chicago), U81/CCU417778 (University of Georgia), and U81/CCU317633 (Virginia Commonwealth University).
- Issue published online: 9 DEC 2013
- Article first published online: 12 NOV 2013
- National Center for Injury Prevention and Control
- Centers for Disease Control and Prevention
- CDC Cooperative Agreements (Duke University). Grant Number: U81/CCU417759
- University of Chicago. Grant Number: U81/CCU517816
- University of Georgia. Grant Number: U81/CCU417778
- Virginia Commonwealth University. Grant Number: U81/CCU317633
Bullying is a significant concern in schools, and both bullies and victims are at risk for negative outcomes. In this study, 239 sixth-grade teachers completed questionnaires about their perceptions of four components of school climate: high-risk student behaviors, school-wide barriers to learning, principal support, and cooperation among teachers. Teachers’ expectations and self-efficacy for working effectively with both bullies and victims were assessed using case study vignettes. The results indicated that teachers’ perceptions of principal support were significantly related to teachers’ expectations and self-efficacy for working with bullies. A graduate degree was also related to greater self-efficacy for working with bullies. Administrators and school psychologists should consider the role of perceived principal support as an important factor in influencing teachers’ expectations and beliefs in working with bullies.