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Abstract
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This study deals with the relationship between school violence prevention training and teachers' perceived self-efficacy in handling violent events. Three indicators were used to examine teachers' self-efficacy: personal teaching efficacy (PTE), teachers' efficacy in the school as an organisation (TESO), and teachers' outcome efficacy (TOE). Data were obtained from an anonymous questionnaire administered to 147 teachers. The findings revealed a significant correlation between participation in school violence training and TOE, whereas training did not correlate significantly with PTE and TESO. Teachers at elementary and junior high schools reported higher levels of TOE in dealing with violence than high school teachers. A significant relationship was found between teachers who reported receiving high levels of support from the school and TOE in dealing with violence.
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