Bullying Intervention in Schools: A Multilevel Analysis of Teachers' Success in Handling Bullying from the Students' Perspective

Autor/inn/en	Wachs, Sebastian; Bilz, Ludwig; Niproschke, Saskia; Schubarth, Wilfried
Titel	Bullying Intervention in Schools: A Multilevel Analysis of Teachers' Success in Handling Bullying from the Students' Perspective
Quelle	In: Journal of Early Adolescence, 39 (2019) 5, S.642-668 (27 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wachs, Sebastian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431618780423
Schlagwörter	Bullying; Intervention; Student Attitudes; Foreign Countries; Success; Student Evaluation of Teacher Performance; Predictor Variables; Secondary School Students; Grade 6; Grade 8; Secondary School Teachers; Student Role; Germany + Suchen Sie Ihr Suchwort? Mobbing; Schülerverhalten; Ausland; Erfolg; Prädiktor; Sekundarschüler; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; Deutschland
Abstract	To date, little has been known about teachers' success in bullying interventions. Thus, the present study analyzes how successfully teachers intervene in real bullying situations, based on an analysis of 1,996 reports by German students aged between 12 and 15 (49.2% female) from 24 schools. Predictors of success included intervention strategy (authoritarian-punitive, supportive-individual, supportive-cooperative intervention), bullying form (physical, verbal, relational, cyber), and the student's bullying role (bully, victim, bystander) in the particular situation. Multilevel analyses showed that supportive-cooperative intervention strategies were the most successful in dealing with bullying in both the short and long term. In the long term, students evaluated teachers as being more successful in dealing with cyberbullying compared with physical bullying. Compared with students who observed bullying, students who perpetrated it were less likely to report that teachers' interventions were successful in the short term. Implications for bullying intervention, preservice teacher-training, and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01