Sage Journals: Discover world-class research

Abstract

Preservice teachers will one day be responsible for addressing bullying among their students but their readiness to fulfill this critical role is unknown. This article addressed this line of inquiry by conducting a systematic review assessing preservice teachers’ knowledge, attitudes, sense of responsibility, and confidence to deal with bullying. A total of 42 studies met our inclusion criteria and were included in our review. Results suggest that few preservice teachers understand the hallmarks of bullying. In terms of their attitudes toward bullying, most preservice teachers report they are concerned about bullying, but some still believe it to be a normal part of growing up. Preservice teachers tended to view different forms of bullying as more serious than others, with many considering physical bullying to be the most serious form. Most preservice teachers report feeling responsible for dealing with bullying, yet many do not feel confident in their ability to do so. Implications for future research on preservice teachers, teacher preparation programs, and future efforts to reduce bullying in schools are discussed.

Keywords

systematic review preservice teachers bullying knowledge attitudes

Get full access to this article

View all access options for this article.

References

Adler

P. A.

Adler

(1998). Peer power: Preadolescent culture and identity. Rutgers University Press.

Ajzen

(2012). The theory of planned behavior. In Van Lange

P. M.

Kruglanski

A. W.

Higgins

(Eds.), Handbook of theories of social psychology (Vol. 1., pp. 438–459). Thousand Oaks, CA: SAGE.

*Amanaki

Galanaki

E. P.

(2013, September 3–7). Prospective teachers’ knowledge, attitudes and beliefs about school bullying [Paper presentation]. European Conference on Developmental Psychology 16th Annual Meeting. Lausanne, Switzerland.

*Banas

J. R.

(2014). Impact of authentic learning exercises on preservice teachers’ self-efficacy to perform bullying prevention tasks. American Journal of Health Education, 45, 239–248. https://doi.org/10.1080/19325037.2014.916634

Bandura

(1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215. https://doi.org/10.1037/0033-295X.84.2.191

Bandura

(2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1–26. https://doi.org/10.1146/annurev.psych.52.1.1

Bauman

(2008). The role of elementary school counselors in reducing school bullying. Elementary School Journal, 108, 362–375. https://doi.org/10.1086/589467

*Bauman

Del Rio

(2006). Preservice teachers’ responses to bullying scenarios: Comparing physical, verbal, and relational bullying. Journal of Educational Psychology, 98, 219–231. https://doi.org/10.1037/0022-0663.98.1.219

Bauman

Menesini

Colpin

(2021). Teachers’ responses to bullying: Next steps for researchers. European Journal of Developmental Psychology, 1–10. https://doi.org/10.1080/17405629.2021.1954904

10.

*Begotti

Tirassa

Acquadro Maran

(2018). Pre-service teachers’ intervention in school bullying episodes with special education needs students: A research in Italian and Greek samples. International Journal of Environmental Research and Public Health, 15, 1–13. https://doi.org/10.3390/ijerph15091908

11.

*Begotti

Tirassa

Maran

D. A.

(2017). School bullying episodes: Attitudes and intervention in pre-service and in-service Italian teachers. Research Papers in Education, 32, 170–182. https://doi.org/10.1080/02671522.2016.1158857

12.

Bellmore

(2016). Whose responsibility is it to stop bullying? Policy Insights from the Behavioral and Brain Sciences, 3, 92–97. https://doi.org/10.1177/2372732215624218

13.

*Benítez

J. L.

García-Berbén

Fernández-Cabezas

(2009). The impact of a course on bullying within the pre-service teacher training curriculum. Electronic Journal of Research in Educational Psychology, 7, 191–208.

14.

*Beran

(2005). A new perspective on managing school bullying: Pre-service teachers’ attitudes. Journal of Social Sciences, 8, 43–49.

15.

Blomqvist

Saarento-Zaprudin

Salmivalli

(2020). Telling adults about one’s plight as a victim of bullying: Student- and context-related factors predicting disclosure. Scandinavian Journal of Psychology, 61, 151–159. https://doi.org/10.1111/sjop.12521

16.

Boulton

M. J.

(1997). Teachers’ views on bullying: Definitions, attitudes and ability to cope. British Journal of Educational Psychology, 67, 223–233. https://doi.org/10.1111/j.2044-8279.1997.tb01239.x

17.

*Boulton

M. J.

Hardcastle

Down

Fowles

Simmonds

J. A.

(2014). A comparison of preservice teachers’ responses to cyber versus traditional bullying scenarios: Similarities and differences and implications for practice. Journal of Teacher Education, 65, 145–155. https://doi.org/10.1177/0022487113511496

18.

Chester

K. L.

Spencer

N. H.

Whiting

Brooks

F. M.

(2017). Association between experiencing relational bullying and adolescent health-related quality of life. Journal of School Health, 87, 865–872. https://doi.org/10.1111/josh.12558

19.

*Cilliers

Chinyamurindi

(2020). Perceptions of cyber bullying in primary and secondary schools among student teachers in the Eastern Cape Province of South Africa. Electronic Journal of Information Systems in Developing Countries, 86, e12131. https://doi.org/10.1002/isd2.12131

20.

Colpin

Bauman

Menesini

(2021). Teachers’ responses to bullying: Unravelling their consequences and antecedents. Introduction to the special issue. European Journal of Developmental Psychology, 1–17. https://doi.org/10.1080/17405629.2021.1954903

21.

Compas

B. E.

Connor-Smith

J. K.

Saltzman

Thomsen

A. H.

Wadsworth

M. E.

(2001). Coping with stress during childhood and adolescence: Problems, progress, and potential in theory and research. Psychological Bulletin, 127, 87–127. https://doi.org/10.1037/0033-2909.127.1.87

22.

*Craig

Bell

Leschied

(2011). Pre-service teachers’ knowledge and attitudes regarding school-based bullying. Canadian Journal of Education, 34, 21–33.

23.

*Craig

W. M.

Henderson

Murphy

J. G.

(2000). Prospective teachers’ attitudes toward bullying and victimization. School Psychology International, 21, 5–21. https://doi.org/10.1177/0143034300211001

24.

Crick

N. R.

Dodge

K. A.

(1994). A review and reformulation of social information-processing mechanisms in children’s social adjustment. Psychological Bulletin, 115, 74–101. https://doi.org/10.1037/0033-2909.115.1.74

25.

*Crooks

C. V.

Jaffe

P. G.

Rodriguez

(2017). Increasing knowledge and self-efficacy through a pre-service course on promoting positive school climate: The crucial role of reducing moral disengagement. Advances in School Mental Health Promotion, 10, 49–64. https://doi.org/10.1080/1754730X.2016.1249383

26.

*Curb

L. A.

(2014). Perceptions of bullying: A comparison of pre-service and in-service teachers (Publication No. 3641314) [Doctoral dissertation, Oklahoma State University]. ProQuest Dissertations and Theses database.

27.

Davies

(2000). The relevance of systematic reviews to educational policy and practice. Oxford Review of Education, 26, 365–378. https://doi.org/10.1080/713688543

28.

*Davis

C. L.

(2016). A comparison of preservice teachers’ responses to bullying scenarios (Publication No. 3739466) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses database.

29.

Demol

Verschueren

Salmivalli

Colpin

(2020). Perceived teacher responses to bullying influence students’ social cognitions. Frontiers in Psychology, 11, 592582. https://doi.org/10.3389/fpsyg.2020.592582

30.

Durlak

J. A.

DuPre

E. P.

(2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41, 327–350. https://doi.org/10.1007/s10464-008-9165-0

31.

Earnshaw

V. A.

Reisner

S. L.

Menino

D. D.

Poteat

V. P.

Bogart

L. M.

Barnes

T. N.

Schuster

M. A.

(2018). Stigma-based bullying interventions: A systematic review. Developmental Review, 48, 178–200. https://doi.org/10.1016/j.dr.2018.02.001

32.

Evans

Lasen

Tsey

(2015). Appendix A: Effective public health practice project (EPHPP) quality assessment tool for quantitative studies. In A systematic review of rural development research: Characteristics, design quality and engagements with sustainability (pp. 45–55) SpringerBriefs in Public Health. https://doi.org/10.1007/978-3-319-17284-2

33.

Farmer

T. W.

Hamm

J. V.

Dawes

Barko-Alva

Cross

J. R.

(2019). Promoting inclusive communities in diverse classrooms: Teacher attunement and social dynamics management. Educational Psychologist, 54, 286–305. https://doi.org/10.1080/00461520.2019.1635020

34.

Farmer

T. W.

Lines

M. M.

Hamm

J. V.

(2011). Revealing the invisible hand: The role of teachers in children’s peer experiences. Journal of Applied Developmental Psychology, 32, 247–256. https://doi.org/10.1016/j.appdev.2011.04.006

35.

Farrington

D. P.

Ttofi

M. M.

(2009). School-based programs to reduce bullying and victimization. Campbell Systematic Reviews, 5, i–148. https://doi.org/10.4073/csr.2009.6

36.

Fazio

R. H.

Roskos-Ewoldsen

D. R.

Powell

M. C.

(1993). Attitudes, perception, and attention. In Niedenthal

P. M.

Kitayama

(Eds.), The heart’s eye: Emotional influences in perception and attention (pp. 197–216). San Diego, CA: Academic Press.

37.

Fischer

S. M.

Bilz

(2019). Teachers’ self-efficacy in bullying interventions and their probability of intervention. Psychology in the Schools, 56(5), 751–764. https://doi.org/10.1002/pits.22229

38.

Fischer

S. M.

John

Bilz

(2021). Teachers’ self-efficacy in preventing and intervening in school bullying: A systematic review. International Journal of Bullying Prevention. https://doi.org/10.1007/s42380-020-00079-y

39.

Flaspohler

P. D.

Elfstrom

J. L.

Vanderzee

K. L.

Sink

H. E.

Birchmeier

(2009). Stand by me: The effects of peer and teacher support in mitigating the impact of bullying on quality of life. Psychology in the Schools, 46, 636–649. https://doi.org/10.1002/pits.20404

40.

Fraenkel

J. R.

Wallen

N. E.

Hyun

H. H.

(2018). How to design and evaluate research in education (10th ed.). McGraw-Hill.

41.

*Fry

Mackay

Childers-Buschle

Wazny

Bahou

(2020). “They are teaching us to deliver lessons and that is not all that teaching is . . .”: Exploring teacher trainees’ language for peer victimisation in schools. Teaching and Teacher Education, 89, 102988. https://doi.org/10.1016/j.tate.2019.102988

42.

Gaffney

Ttofi

M. M.

Farrington

D. P.

(2019). Evaluating the effectiveness of school-bullying prevention programs: An updated meta-analytical review. Aggression and Violent Behavior, 45, 111–133. https://doi.org/10.1016/j.avb.2018.07.001

43.

Gardella

J. H.

Fisher

B. W.

Teurbe-Tolon

A. R.

(2017). A systematic review and meta-analysis of cyber-victimization and educational outcomes for adolescents. Review of Educational Research, 87, 283–308. https://doi.org/10.3102/0034654316689136

44.

*Garner

P. W.

(2017). The role of teachers’ social-emotional competence in their beliefs about peer victimization. Journal of Applied School Psychology, 33, 288–308. https://doi.org/10.1080/15377903.2017.1292976

45.

*Garner

P. W.

Moses

L. K.

Waajid

(2013). Prospective teachers’ awareness and expression of emotions: Associations with proposed strategies for behavioral management in the classroom. Psychology in the Schools, 50, 471–488. https://doi.org/10.1002/pits.21688

46.

*Garner

P. W.

Parker

Dortch

M. K.

(2017). Concordance in peer victimization-related beliefs across parents and in-service and preservice early childhood teachers. Early Child Development and Care, 187, 1732–1744. https://doi.org/10.1080/03004430.2016.1186017

47.

Gest

S. D.

Madill

R. A.

Zadzora

K. M.

Miller

A. M.

Rodkin

P. C.

(2014). Teacher management of elementary classroom social dynamics: Associations with changes in student adjustment. Journal of Emotional and Behavioral Disorders, 22, 107–118. https://doi.org/10.1177/1063426613512677

48.

Gladden

R. M.

Vivolo-Kantor

A. M.

Hamburger

M. E.

Lumpkin

C. D.

(2014). Bullying surveillance among youths: Uniform definitions for public health and recommended data elements, version 1.0. National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and U.S. Department of Education.

49.

*Gonzalez Vega

A. L

. (2016). A case study of a group of Puerto Rican preservice teachers’ knowledge about bullying (Publication No. 10099204) [Doctoral dissertation, Northcentral University]. ProQuest Dissertations and Theses database.

50.

Green

S. P.

Shriberg

Farber

S. L.

(2008). What’s gender got to do with it? Teachers’ perceptions of situation severity and requests for assistance. Journal of Educational and Psychological Consultation, 18, 346–373. https://doi.org/10.1080/10474410802463288

51.

Haddaway

N. R.

Collins

A. M.

Coughlin

Kirk

(2015). The role of google scholar in evidence reviews and its applicability to grey literature searching. PLOS ONE, 10(9), e0138237. https://doi.org/10.1371/journal.pone.0138237

52.

Hawker

D. S. J.

Boulton

M. J.

(2000). Twenty years’ research on peer victimization and psychosocial maladjustment: A meta-analytic review of cross-sectional studies. Journal of Child Psychology and Psychiatry, 41, 441–455. https://doi.org/10.1111/1469-7610.00629

53.

Hektner

J. M.

Swenson

C. A.

(2012). Links from teacher beliefs to peer victimization and bystander intervention: Tests of mediating processes. Journal of Early Adolescence, 32, 516–536. https://doi.org/10.1177/0272431611402502

54.

Higgins

J. P. T.

Altman

D. G.

Gøtzsche

P. C.

Jüni

Moher

Oxman

A. D.

Savović

Schulz

K. F.

Weeks

Sterne

J. A. C.

(2011). The Cochrane Collaboration’s tool for assessing risk of bias in randomised trials. BMJ, 343. https://doi.org/10.1136/bmj.d5928

55.

*Huang

Liu

Chen

(2018). Preservice preschool teachers’ responses to bullying scenarios: The roles of years of study and empathy. Frontiers in Psychology, 9, 175. https://doi.org/10.3389/fpsyg.2018.00175

56.

*Kahn

J. H.

Jones

J. L.

Wieland

A. L.

(2012). Preservice teachers’ coping styles and their responses to bullying. Psychology in the Schools, 49, 784–793. https://doi.org/10.1002/pits.21632

57.

Kanetsuna

Smith

P. K.

(2002). Pupil insights into bullying and coping with bullying. Journal of School Violence, 1, 5–29. https://doi.org/10.1300/J202v01n03_02

58.

Kochenderfer-Ladd

Pelletier

M. E.

(2008). Teachers’ views and beliefs about bullying: Influences on classroom management strategies and students’ coping with peer victimization. Journal of School Psychology, 46, 431–453. https://doi.org/10.1016/j.jsp.2007.07.005

59.

*Kokko

T. H. J.

Pörhölä

(2009). Tackling bullying: Victimized by peers as a pupil, an effective intervener as a teacher? Teaching and Teacher Education, 25, 1000–1008. https://doi.org/10.1016/j.tate.2009.04.005

60.

Kowalski

R. M.

Dillon

Macbeth

Franchi

Bush

(2020). Racial differences in cyberbullying from the perspective of victims and perpetrators. American Journal of Orthopsychiatry, 90, 644–652. https://doi.org/10.1037/ort0000492

61.

*Kyriacou

Avramidis

Stephens

Werler

(2013). Social pedagogy in schools: Student teacher attitudes in England and Norway. International Journal of Inclusive Education, 17(2), 192–204. https://doi.org/10.1080/13603116.2011.629689

62.

*Kyriacou

Uhlemann

(2011). Swiss student-teachers’ views of social pedagogy. Pastoral Care in Education, 29, 25–33. https://doi.org/10.1080/02643944.2010.548394

63.

*Laferriere

(2019). A video game as a pedagogical tool for pre-service teachers to learn about bullying prevention and intervention in school contexts (Publication No. 22616423) [Doctoral dissertation, University of Nevada, Las Vegas]. ProQuest Dissertations and Theses database.

64.

Latané

Darley

J. M.

(1970). The unresponsive bystander: Why doesn’t he help? New York, NY: Appleton-Century-Crofts.

65.

*Lester

Waters

Pearce

Spears

Falcone

(2018). Pre-service teachers: Knowledge, attitudes and their perceived skills in addressing student bullying. Australian Journal of Teacher Education, 43, 30–45. https://doi.org/10.14221/ajte/vol43/iss8/

66.

*Li

(2009). Cyberbullying in schools: An examination of preservice teachers’ perception. Canadian Journal of Learning and Technology, 34, 75–90. https://www.learntechlib.org/p/42831/

67.

Higgins

L. T.

Deeks

J. J.

(2021). Chapter 5: Collecting data. In Higgins

J. P. T.

Thomas

Chandler

Cumpston

Page

M. J.

Welch

V. A.

(Eds.), Cochrane handbook for systematic reviews of interventions (Version 6.2). Available from www.training.cochrane.org/handbook

68.

Liberati

Altman

D. G.

Tetzlaff

Mulrow

Gøtzsche

P. C.

Ioannidis

J. P. A.

Clarke

Devereaux

P. J.

Kleijnen

Moher

(2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: Explanation and elaboration. Journal of Clinical Epidemiology, 62(10), e1–e34. https://doi.org/10.1016/j.jclinepi.2009.06.006

69.

Macaulay

P. J. R.

Betts

L. R.

Stiller

Kellezi

(2018). Perceptions and responses towards cyberbullying: A systematic review of teachers in the education system. Aggression and Violent Behavior, 43, 1–12. https://doi.org/10.1016/j.avb.2018.08.004

70.

*Macaulay

P. J. R.

Betts

L. R.

Stiller

Kellezi

(2019). “It’s so fluid, it’s developing all the time”: Pre-service teachers’ perceptions and understanding of cyberbullying in the school environment. Educational Studies, 46, 590–606. https://doi.org/10.1080/03055698.2019.1620693

71.

Maunder

R. E.

Harrop

Tattersall

A. J.

(2010). Pupil and staff perceptions of bullying in secondary schools: Comparing behavioural definitions and their perceived seriousness. Educational Research, 52, 263–282. https://doi.org/10.1080/00131881.2010.504062

72.

*Maynes

Mottonen

A.-L.

(2017). Bullying in schools: Are pre-service teachers confident to address this? Alberta Journal of Educational Research, 63, 396–411.

73.

McDougall

Vaillancourt

. (2015). Long-term adult outcomes of peer victimization in childhood and adolescence: Pathways to adjustment and maladjustment. American Psychologist, 70, 300–310. https://doi.org/10.1037/a0039174

74.

Midgett

Doumas

D. M.

(2019). Witnessing bullying at school: The association between being a bystander and anxiety and depressive symptoms. School Mental Health, 11, 454–463. https://doi.org/10.1007/s12310-019-09312-6

75.

Mishna

Scarcello

Pepler

Wiener

(2005). Teachers’ understanding of bullying. Canadian Journal of Education, 28, 718–738. https://doi.org/10.2307/4126452

76.

*Murphy

M. S.

(2014). P-12 preservice teachers’ awareness on cyberbullying (Publication No. 3683695) [Doctoral dissertation, University of Alabama]. ProQuest Dissertations and Theses database.

77.

Naylor

Cowie

Cossin

Bettencourt

R. de

Lemme

. (2006). Teachers’ and pupils’ definitions of bullying. British Journal of Educational Psychology, 76, 553–576. https://doi.org/10.1348/000709905X52229

78.

Nickerson

A. B.

Aloe

A. M.

Livingston

J. A.

Feeley

T. H.

(2014). Measurement of the bystander intervention model for bullying and sexual harassment. Journal of Adolescence, 37, 391–400. https://doi.org/10.1016/j.adolescence.2014.03.003

79.

*Nicolaides

Toda

Smith

P. K.

(2002). Knowledge and attitudes about school bullying in trainee teachers. British Journal of Educational Psychology, 72, 105–118. https://doi.org/10.1348/000709902158793

80.

*O’Haver

C. L.

(2011). A study of pre-service and in-service teachers’ responses to relational aggression/bullying compared to physical and verbal bullying (Publication No. 3456661) [Doctoral dissertation, Indiana University]. ProQuest Dissertations and Theses database.

81.

Oldenburg

Bosman

Veenstra

(2016). Are elementary school teachers prepared to tackle bullying? A pilot study. School Psychology International, 37, 64–72. https://doi.org/10.1177/0143034315623324

82.

Olweus

(1993). Bullying at school: What we know and what we can do. Blackwell.

83.

O’Moore

(2000). Critical issues for teacher training to counter bullying and victimisation in Ireland. Aggressive Behavior, 26, 99–111. https://doi.org/10.1002/(SICI)1098-2337(2000)26:1<99::AID-AB8>3.0.CO;2-W

84.

Ortiz-Bush

Schultz

(2016). A collaborative bullying prevention project. Journal of Creativity in Mental Health, 11, 343–352. https://doi.org/10.1080/15401383.2016.1244500

85.

Owens

Slee

Shute

(2000). “It hurts a hell of a lot. . .”: The effects of indirect aggression on teenage girls. School Psychology International, 21, 359–376. https://doi.org/10.1177/0143034300214002

86.

Pas

E. T.

Waasdorp

T. E.

Bradshaw

C. P.

(2019). Coaching teachers to detect, prevent, and respond to bullying using mixed reality simulation: An efficacy study in middle schools. International Journal of Bullying Prevention, 1, 58–69. https://doi.org/10.1007/s42380-018-0003-0

87.

Pečjak

Pirc

(2015). Predictors and forms of intervention in peer bullying: Pre-service teachers vs. teachers. New Educational Review, 39, 264–276. https://doi.org/10.15804/tner.2015.39.1.22

88.

Pew Research Center. (2018). Teens, social media & technology 2018. http://www.pewinternet.org/2018/05/31/teens-social-media-technology-2018/

89.

*Psalti

(2017). Greek in-service and preservice teachers’ views about bullying in early childhood settings. Journal of School Violence, 16, 386–398. https://doi.org/10.1080/15388220.2016.1159573

90.

*Purdy

Mc Guckin

(2014). Disablist bullying in Northern Ireland and the Republic of Ireland: An investigation of student teachers’ knowledge, experience and confidence. European Journal of Special Needs Education, 29, 446–456. https://doi.org/10.1080/08856257.2014.952914

91.

*Purdy

Mc Guckin

(2015). Disablist bullying in schools: Giving a voice to student teachers. Journal of Research in Special Educational Needs, 15, 202–210. https://doi.org/10.1111/1471-3802.12110

92.

*Raven

Jurkiewicz

M. A.

(2014). Preservice secondary science teachers’ experiences and ideas about bullying in science classrooms. Science Educator, 23,65–72.

93.

*Redmond

Lock

J. V.

Smart

(2018). Pre-service teachers’ perspectives of cyberbullying. Computers & Education, 119, 1–13. https://doi.org/10.1016/j.compedu.2017.12.004

94.

Rigby

(2014). How teachers address cases of bullying in schools: A comparison of five reactive approaches. Educational Psychology in Practice, 30, 409–419. https://doi.org/10.1080/02667363.2014.949629

95.

*Rose

C. A.

Monda-Amaya

L. E.

Preast

J. L.

(2018). Pre-service special and general educators’ perceptions of bullying. Exceptionality Education International, 28, 33–54. https://doi.org/10.5206/eei.v28i2.7764

96.

*Ryan

Kariuki

Yilmaz

(2011). A comparative analysis of cyberbullying perceptions of preservice educators: Canada and Turkey. Turkish Online Journal of Educational Technology, 10, 1–12.

97.

Saarento

Boulton

A. J.

Salmivalli

(2015). Reducing bullying and victimization: Student- and classroom-level mechanisms of change. Journal of Abnormal Child Psychology, 43, 61–76. https://doi.org/10.1007/s10802-013-9841-x

98.

Salmivalli

(2010). Bullying and the peer group: A review. Aggression and Violent Behavior, 15, 112–120. https://doi.org/10.1016/j.avb.2009.08.007

99.

Schonert-Reichl

K. A.

Hymel

(2007). Educating the heart as well as the mind: Social and emotional learning for school and life success. Education Canada, 47, 20–25.

100.

*Small

Neilsen-Hewett

C. M.

Sweller

(2013). Individual and contextual factors shaping teachers’ attitudes and responses to bullying among young children: Is education important? Asia-Pacific Journal of Research in Early Childhood Education, 7, 69–101.

101.

Smith

P. K.

Del Barrio

Tokunaga

R. S.

(2013). Definitions of bullying and cyberbullying: How useful are the terms. In Bauman

Walker

Cross

(Eds.), Principles of cyberbullying research: Definition, methods, and measures (pp. 64–86). New York, NY: Routledge.

102.

Spadafora

Volk

A. A.

Dane

A. V.

(2022). Using qualitative methods to measure and understand key features of adolescent bullying: A call to action. International Journal of Bullying Prevention. https://doi.org/10.1007/s42380-022-00116-y

103.

Theelen

Van den Beemt

den Brok

(2019). Classroom simulations in teacher education to support preservice teachers’ interpersonal competence: A systematic literature review. Computers & Education, 129, 14–26. https://doi.org/10.1016/j.compedu.2018.10.015

104.

Thomas

Harden

(2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8, 45. https://doi.org/10.1186/1471-2288-8-45

105.

Thomas

Harden

Newman

(2012). Synthesis: Combining results systematically and appropriately. In Gough

Oliver

Thomas

(Eds.), An introduction to systematic reviews (pp. 66–82). London: Sage.

106.

Tokunaga

R. S.

(2010). Following you home from school: A critical review and synthesis of research on cyberbullying victimization. Computers in Human Behavior, 26, 277–287. https://doi.org/10.1016/j.chb.2009.11.014

107.

Troop-Gordon

Ladd

G. W.

(2015). Teachers’ victimization-related beliefs and strategies: Associations with students’ aggressive behavior and peer victimization. Journal of Abnormal Child Psychology, 43, 45–60. https://doi.org/10.1007/s10802-013-9840-y

108.

Ttofi

M. M.

Farrington

D. P.

(2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7, 27–56. https://doi.org/10.1007/s11292-010-9109-1

109.

UNESCO. (2019). Behind the numbers: ending school violence and bullying. UNESCO Digital Library. https://unesdoc.unesco.org/ark:/48223/pf0000366483

110.

van Verseveld

M. D. A. van

Fukkink

R. G.

Fekkes

Oostdam

R. J

. (2019). Effects of antibullying programs on teachers’ interventions in bullying situations. A meta-analysis. Psychology in the Schools, 56, 1522–1539. https://doi.org/10.1002/pits.22283

111.

Veenstra

Lindenberg

Huitsing

Sainio

Salmivalli

(2014). The role of teachers in bullying: The relation between antibullying attitudes, efficacy, and efforts to reduce bullying. Journal of Educational Psychology, 106, 1135–1143. https://doi.org/10.1037/a0036110

112.

Viera

A. J.

Garrett

J. M.

(2005). Understanding interobserver agreement: The kappa statistic. Family Medicine, 37, 360–363.

113.

Volk

A. A.

Dane

A. V.

Marini

Z. A.

(2014). What is bullying? A theoretical redefinition. Developmental Review, 34, 327–343. https://doi.org/10.1016/j.dr.2014.09.001

114.

Wachs

Bilz

Niproschke

Schubarth

(2019). Bullying intervention in schools: A multilevel analysis of teachers’ success in handling bullying from the student’s perspective. Journal of Early Adolescence, 39(5), 642–668. https://doi.org/10.1177/0272431618780423

115.

World Bank Group. (2021a). Primary education, teachers (% female). https://data.worldbank.org/indicator/SE.PRM.TCHR.FE.ZS

116.

World Bank Group. (2021b). Secondary education, teachers (% female). https://data.worldbank.org/indicator/SE.SEC.TCHR.FE.ZS

117.

Ybarra

M. L.

Espelage

D. L.

Mitchell

K. J.

(2014). Differentiating youth who are bullied from other victims of peer-aggression: The importance of differential power and repetition. Journal of Adolescent Health, 55, 293–300. https://doi.org/10.1016/j.adohealth.2014.02.009

118.

*Yilmaz

(2010). An examination of preservice teachers’ perceptions about cyberbullying. Eurasia Journal of Mathematics, Science and Technology Education, 6, 263–270. https://doi.org/10.12973/ejmste/75248

119.

Yoon

Bauman

(2014). Teachers: A critical but overlooked component of bullying prevention and intervention. Theory Into Practice, 53, 308–314. https://doi.org/10.1080/00405841.2014.947226

120.

Yoon

Bauman

Choi

Hutchinson

A. S.

(2011). How South Korean teachers handle an incident of school bullying. School Psychology International, 32, 312–329. https://doi.org/10.1177/0143034311402311

121.

Yoon

J. S.

Kerber

(2003). Bullying: Elementary teachers’ attitudes and intervention strategies. Research in Education, 69, 27–35. https://doi.org/10.7227/RIE.69.3

122.

Yoon

J. S.

Sulkowski

M. L.

Bauman

S. A.

(2016). Teachers’ responses to bullying incidents: Effects of teacher characteristics and contexts. Journal of School Violence, 15, 91–113. https://doi.org/10.1080/15388220.2014.963592

Supplementary Material

Please find the following supplemental material available below.

For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.

For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.

0.00 MB

0.43 MB

Preservice Teachers’ Knowledge and Attitudes Toward Bullying: A Systematic Review

Abstract

Keywords

Get full access to this article

References

Supplementary Material