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Teachers’ Empathy for Bullying Victims, Understanding of Violence, and Likelihood of Intervention

  • Relational bullying is still underappreciated by teachers. Based on the theoretical model of teachers’ intervention competence in bullying, the aim of the current research was to gain insights into the concurrent relationships between teachers’ empathy, understanding of violence, and likelihood of intervention. In this study, n = 556 teachers (79.4% female, Mage = 50.6) indicated on a questionnaire their empathy, understanding of relational violence, and likelihood of intervention in a relational bullying situation. The relationships were simultaneously estimated in a structural equation model. The results suggest significantly positive concurrent relations between these variables. We conclude that the effectiveness of teacher trainings could be increased through such elements as cognitive empathy training, raising awareness of violence, and teaching appropriate interventions in relational bullying situations.

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Metadaten
Author: Anett Wolgast, Saskia M. FischerORCiD, Ludwig BilzORCiD
DOI:https://doi.org/10.1080/15388220.2022.2114488
ISSN:1538-8220
ISSN:1538-8239
Title of the source (English):Journal of School Violence
Document Type:Scientific journal article peer-reviewed
Language:English
Year of publication:2022
Tag:bullying; empathy; likelihood of intervention; students; teachers’ understanding of violence
Volume/Year:21
Issue number:4
First Page:491
Last Page:503
Faculty/Chair:Fakultät 4 Humanwissenschaften (bis 2023 Soziale Arbeit, Gesundheit und Musik) / FG Pädagogische Psychologie in Gesundheitsberufen
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