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Teacher Perceptions and Practices Regarding School Bullying Prevention
Author(s) -
Dake Joseph A.,
Price James H.,
Telljohann Susan K.,
Funk Jeanne B.
Publication year - 2003
Publication title -
journal of school health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.851
H-Index - 86
eISSN - 1746-1561
pISSN - 0022-4391
DOI - 10.1111/j.1746-1561.2003.tb04191.x
Subject(s) - perception , psychology , suicide prevention , medical education , injury prevention , classroom management , human factors and ergonomics , poison control , medicine , pedagogy , environmental health , neuroscience
This study examined a national random sample of teachers regarding their perceptions and practices concerning school bullying prevention activities. A total of 359 of 700 (52.4%) teachers responded. Most (86.3%) teachers had serious talks with both the bully and victim. Less than one‐third set aside classroom time to discuss bullying (31.7%) or involved students in creating classroom rules against bullying (31.2%). Most perceived no barriers to implementing these activities. Teachers perceived post‐bullying activities as the most effective means of reducing bullying problems, followed by improved student supervision, and by environmental bullying prevention activities. The findings suggest that preprofessional and continuing education are needed to improve teacher knowledge about effective classroom‐based bullying prevention activities.