Target teachers' bullying attitudes in preservice training and in-service professional development to shape intervention responses¶

Strategy · All strategies
Evidence · 7 claims (4 for, 2 mixed, 1 against) · 1 study (1 quant-synthesis), q3 · 1 of 1 report an effect size · 7 claims rest on one study

Description¶

Because the review finds antibullying attitudes associated with several intervention responses and with hypothetical intervention likelihood, it discusses implications for "preservice training and in-service teachers' professional development to target bullying attitudes." Attitudes are characterized as malleable cognitions that can be targeted through training during preparation programs or professional development for in-service teachers. The strategy rests on the meta-analytic associations, with the strongest link found for hypothetical intervention likelihood.

Design Implications¶

Context¶

Requirements¶

• Training efforts must treat attitudes as malleable cognitions targetable through intervention, per the Theory of Planned Behavior framing the review adopts.

Constraints¶

• The retrospective combined association was not significant, and attitude–response links varied by response type, so attitude change alone may not uniformly change all responses.

Target Learners¶

• preservice teachers
• in-service PK-12 teachers

Target Learning Goals¶

• strengthening antibullying attitudes to support appropriate intervention responses to bullying

Affordances¶

• Tpb Applied Teacher Bullying Intervention

Claims¶

• Teachers' antibullying attitudes are positively associated with intervention likelihood in hypothetical bullying scenarios (r = 0.48) [+W]
• Antibullying attitudes are negatively related to advocating avoidance and encouraging independent coping [+W]
• Antibullying attitudes are positively related to disciplining bullies, victim support, parental involvement, and involving peer bystanders [+W]
• Antibullying attitudes are unrelated to advocating assertion, enlisting other adults, and separating students [~W]
• The association between antibullying attitudes and intervention likelihood does not differ by form of bullying [~W]
• When all retrospective response types are combined, antibullying attitudes show no significant association with teachers' reported intervention use (r = 0.05) [-W]
• In studies excluded from meta-analysis, antibullying attitudes relate negatively to ignoring the situation and positively to working with the bully [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Dawes, M., Malamut, S. T., Guess, H., & Lohrbach, E. (2024). Teachers' Attitudes Toward Bullying and Intervention Responses: A Systematic and Meta-analytic Review. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09951-5