The obligated bystander: An analysis of factors which influence teacher intervention in school bullying

dc.contributor.advisor Linda Hagedorn
dc.contributor.author Farley, Jennifer
dc.contributor.department Education
dc.date 2018-08-12T01:13:45.000
dc.date.accessioned 2020-06-30T03:07:19Z
dc.date.available 2020-06-30T03:07:19Z
dc.date.copyright Fri Jan 01 00:00:00 UTC 2016
dc.date.embargo 2001-01-01
dc.date.issued 2016-01-01
dc.description.abstract <p>The experience and role of teachers in school bullying incident identification and intervention has only just begun to be studied. The literature regarding the factors which influence a teacher’s intervention in school bullying have not focused on teachers’ understanding of bullying or the impact of administrators and other teachers on their intervention. In this study Latane and Darley’s (1970) framework for bystander intervention was applied to school bullying to better understand how teachers identify and intervene in school bullying incidents. An on-line survey of middle school teachers, which utilizes video scenarios, collected data specific to teacher accuracy in identifying bullying, intended responses to bullying incidents, administrator support, peer response, and self-efficacy. Quantitative methods were utilized in analysis.</p> <p>Results indicate that 25.35% of teachers consistently identify bullying behavior across all five video scenarios. The assignment of grades to accuracy rates indicate that most teachers earn an A (25.35%) or a B (46.48%). Accuracy varied by type of bullying behavior, with teachers least likely to accurately identify social bullying. Training had a medium effect on accuracy (d = 0.331), as did years of teaching experience (d = 0.4505). Results indicate accuracy in identifying bullying behavior is correlated with direct intervention, r = 0.293, p ≤ .05. Administrator Support and Peer Response variables were calculated. Chi-square analysis indicates that peer response scores are associated with teacher self-efficacy, X2 (36, N=61) = 52.561, p = 0.037, and response-efficacy, X2 (21, N=37) = 44.412, p = 0.002. Additionally, years of teaching experience has a large effect on peer response (d = 0.762). Results of analysis of variance indicate that peer response does have a significant impact on a teacher’s direct intervention in incidents of school bullying F(8, 58) = 6.067, p=0.014. Administrator support also has a significant impact, F(14, 58) = 6.515, p=0.009. Finally, the effect of school building was also significant, F(3, 58) = 8.014, p=0.012. While the interaction between peer response and administrator support was significant, F(4, 58) = 5.610, p=0.024, other interactions between variables in the model were not.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/etd/15906/
dc.identifier.articleid 6913
dc.identifier.contextkey 11169263
dc.identifier.doi https://doi.org/10.31274/etd-180810-5533
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath etd/15906
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/30089
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/etd/15906/Farley_iastate_0097E_16240.pdf|||Fri Jan 14 20:48:29 UTC 2022
dc.subject.disciplines Education
dc.subject.disciplines Educational Psychology
dc.subject.keywords Bullying
dc.subject.keywords Bullying Prevention
dc.subject.keywords Bystander
dc.subject.keywords School Bullying
dc.subject.keywords Teacher Intervention
dc.title The obligated bystander: An analysis of factors which influence teacher intervention in school bullying
dc.type article
dc.type.genre dissertation
dspace.entity.type Publication
thesis.degree.discipline Education
thesis.degree.level dissertation
thesis.degree.name Doctor of Philosophy
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