| Abstrakt: |
Bullying is identified as an international concern among adolescents. Unfortunately, previous research has yielded inconsistent results pertaining to the effectiveness of anti-bullying intervention programs in reducing bullying and victimization among students (Gaffney et al., 2019). Teachers are responsible for intervening and implementing bullying prevention programming (Wachs et al. in The Journal of Early Adolescence, 39(5), 642–668, 2019), however, many teachers feel ill-equipped to intervene with student bullying (Lester et al., 2018) and occupational stress may influence their ability to intervene effectively. The current study aimed to address current gaps in the literature by examining teachers’ intended bullying intervention as predicted by their bullying attitudes and perceptions of school climate. Occupational stress was assessed as a mediating variable. Participants were recruited from across the United States using Amazon Mechanical Turk (MTurk), and four structural equation models were conducted to examine the hypothesized relationships. Results suggest that teachers’ perceptions about school climate and their attitudes about how bullying is managed predict their intended interventions for bullying. Further, the findings indicate that occupational stress helps to explain the relationship between teachers’ harmful attitudes about bullying (i.e., dismissive and normative) and intended intervention. Implications for future research and applications are discussed. |
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