Abstract
To increase the likelihood a preservice teacher would intervene into a bullying situation, it is necessary to understand their attitudes towards and beliefs about different types of bullying. Results from this study indicate preservice teachers respond to different types of bullying in different ways. They are more likely to rate bullying directed towards one’s sexual orientation as serious and important in which to intervene; however, compared to other types, they are more likely to intervene into physical bullying. The attitudes and beliefs that most greatly predicted the likelihood of intervention included empathy towards the victim, believing it was important to intervene, and having the selfefficacy to do so. Suggestions for how professional preparation programs can use this information to design learning experiences that better prepare preservice teachers’ and increase the likelihood they would intervene into bullying are shared.
DOI
10.15760/nwjte.2015.12.1.2
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Persistent Identifier
https://archives.pdx.edu/ds/psu/25439
Recommended Citation
Banas, Jennifer R.
(2015)
"Preservice Teachers’ Attitudes and Beliefs Towards Different Types of Bullying and The Likelihood They Will Intervene,"
Northwest Journal of Teacher Education: Vol. 12
:
Iss.
1
, Article 2.
DOI: https://doi.org/10.15760/nwjte.2015.12.1.2