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Teachers’ perceptions of bullying among youth

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  • Karen J. S. Bell
  • W. Grant Willis

Abstract

A series of 48 vignettes of bullying was constructed by crossing (a) four kinds of social contact (physical aggression, verbal aggression, relational aggression, and non-aggression) with (b) male and female bullies, (c) male and female and victims, and (d) reaction of the victim (aggressive, passive, and no reaction). Teachers rated vignettes for seriousness. Physical aggression was perceived as more serious than any other kind of bullying, and vignettes that depicted female bullies and male victims were perceived as least serious across all kinds of bullying. Results are discussed in terms of applied implications for teachers in school settings and directions for future research.

Suggested Citation

  • Karen J. S. Bell & W. Grant Willis, 2016. "Teachers’ perceptions of bullying among youth," The Journal of Educational Research, Taylor & Francis Journals, vol. 109(2), pages 159-168, March.
    • Handle: RePEc:taf:vjerxx:v:109:y:2016:i:2:p:159-168
    DOI: 10.1080/00220671.2014.931833
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    1. Huynh Huynh & Leonard S. Feldt, 1976. "Estimation of the Box Correction for Degrees of Freedom from Sample Data in Randomized Block and Split-Plot Designs," Journal of Educational and Behavioral Statistics, , vol. 1(1), pages 69-82, March.
    2. Demaray, Michelle K. & Malecki, Christine K. & Secord, Stephanie M. & Lyell, Kelly M., 2013. "Agreement among students', teachers', and parents' perceptions of victimization by bullying," Children and Youth Services Review, Elsevier, vol. 35(12), pages 2091-2100.
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    Cited by:

    1. Marta de las Heras & Santiago Yubero & Raúl Navarro & Elisa Larrañaga, 2022. "The Relationship between Personal Variables and Perceived Appropriateness of Coping Strategies against Cybervictimisation among Pre-Service Teachers," Sustainability, MDPI, vol. 14(9), pages 1-22, May.

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