Patterns of teachers' responses to school bullying and their associations with training, self‐efficacy, and age: A moderated mediation model

• DOI: 10.1002/bsl.2692
• Publication Date: 2024-08-09T03:18:44Z
• Authors: Wan‐Yu Hua; Wen‐Chi Wu; Hsi‐Ping Nieh; Yi‐Han Chang
• Keywords: Self-Efficacy

Abstract Bullying remains a pervasive issue in educational settings worldwide. This study examined the effect of teacher training and self‐efficacy on teachers' responses to school bullying with moderating age. Drawing data from 585 Taiwanese primary secondary teachers, revealed six distinct response patterns among teachers. The results underscore critical role enabling proactive bullying, highlighting that programs boost can be effective across different age groups. Furthermore, research points necessity differentiated approaches consider enhance mediating involvers. contributes broader discourse prevention, emphasizing importance need for further into nuanced relationships between characteristics, self‐efficacy, intervention strategies diverse cultural settings.