Teacher responses to bullying in relation to moral orientation and seriousness of bullying

Bibliographic Data

ID7675781
AuthorsAlicia A Ellis (Flinders University, corresponding author), Rosalyn Shute, Rosalyn H Shute (0000-0002-7084-8328, Federation University)
Year2007
Volume77
Issue3
Pages649-663
Publication date2007-09-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueBritish Journal of Educational Psychology (JOURNAL)
Journal identifiersISSN: 0007-0998 • E-ISSN: 2044-8279
PublisherWiley (PUBLISHER • GB)
DOI10.1348/000709906x163405
PMID17908380
OpenAlexW2102032251
LanguageEN
Citations received17
References cited27

Background. Little research has focused on factors influencing teachers' decisions about whether and how to intervene in bullying incidents. Such factors have the potential to influence the role of teachers as agents in counteracting bullying. Aims. To examine: (a) whether moral orientation predicts teachers' responses to bullying, (b) the role of perceived seriousness of an incident in moderating responses to bullying and (c) factors that are important to teachers when deciding whether to intervene. Sample. Primary, middle and high school teachers ( N =127) were recruited during staff meetings at five schools. Methods. Moral orientation was measured using a modified version of Caputo's (2000) Sanctioning Voice Index (SVI); other questionnaires were specifically designed for this study. Correlational and hierarchical multiple regression analyses examining how moral orientation and seriousness predict teachers' responses to bullying were performed. Results. As anticipated, care moral orientation predicted a problem‐solving response, while justice orientation predicted a rules‐sanctions response. Care and justice orientations also interacted to predict rules‐sanctions, but not problem‐solving responses. However, seriousness of an incident accounted for the majority of variance (46% for rules‐sanctions and 40% for problem‐solving responses). Seriousness did not moderate the relationship between moral orientation and responses to bullying. Conclusions. While teachers' moral orientation does impact upon the kinds of responses to bullying they choose, seriousness of the incident is more important. However, seriousness as perceived by teachers may not be consistent with impact on students. Implications for teacher education and policy are discussed

Developmental psychology · Orientation (vector space) · Poison control · Sanctions · Seriousness · Behavioral and Psychological Studies · Bullying, Victimization, and Aggression · Psychology · Social Psychology · Workplace Violence and Bullying

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