The teacher plays an important role in the management of classroom bullying (Yoon and Bauman, 2014). Therefore, understanding and fostering teachers’ characteristics able to predict successful responses to bullying and victimization is a priority for prevention programs.
Path analyses showed that for perpetrated behaviors, teachers’ competence on bullying affects students report of bullying through a higher likelihood of teachers’ intervention after a bullying episode occurred
Lower levels of bullying and victimization were associated with teacher job satisfaction, thus indicating how professional fulfillment can influence the classroom climate. T
If teachers ignore or trivialize bullying, or if students interpret teachers’ lack of intervention as an implicit acceptance of bullying, it is more likely that aggressive behavior will increase
The students who have been victimized can be discouraged from reporting bullying incidents in the future, and the students who observed the bullying can feel less motivated to intervene or ask for help
When teachers intervene and make an end to the situation of bullying, they communicate that bullying is not acceptable, and consequently students are less inclined to justify this type of behavior
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