Citation

Yoon JS, Bauman S, Choi T, Hutchinson AS. Sch. Psychol. Int. 2011; 32(3): 312-329.

Copyright

(Copyright © 2011, SAGE Publishing)

DOI

10.1177/0143034311402311

PMID

unavailable

Abstract

With school-level variables receiving increasing attention for their role in the maintenance of bullying behaviors, this study examined teacher responses to a hypothetical bullying situation among a sample of South Korean teachers. Using an online survey method, school-level variables (anti-bullying policy and anti-bullying program) and individual characteristics (anti-bullying training and years of teaching experience) were also collected. Factor analyses indicated a two-factor solution in teacher responses: Ignore and Action. The Action scores differed significantly by gender and by years of teaching experience, but not by school-level variables or anti-bullying training. The implications for teacher training are discussed.