Comparing In-Service Teachers and Pre-service Teachers' Attitudes about Bullying

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dc.contributor.advisorAndrews, Jac
dc.contributor.authorMasou, Catherine
dc.contributor.committeememberSchroeder, Meadow
dc.contributor.committeememberKawalilak, Colleen
dc.date2019-06
dc.date.accessioned2018-11-08T18:48:31Z
dc.date.available2018-11-08T18:48:31Z
dc.date.issued2018-11-06
dc.description.abstractGiven the far-reaching negative impacts associated with bullying, researchers have extensively examined different prevention and intervention methods to help reduce this behaviour. Within the last decade, research has found that teachers can often act as a first line of defence for bullying. The current study extends the literature by examining the similarities and differences between in-service and pre-service teachers’ attitudes about bullying. Specifically, this study examined in-service and pre-service teachers’ perceived seriousness level, empathy level and likelihood to intervene for verbal, relational and physical bullying. Participants consisted of 158 teachers (in-service teachers: 56, pre-service teachers: 102). Results reveal that teachers hold different attitudes about verbal, relational and physical bullying and that perceived seriousness level and empathy level can predict teachers’ willingness to intervene in bullying. No overall differences were found between in-service and pre-service teachers’ attitudes about bullying. These results further demonstrate the importance of informing teachers about the negative consequences of bullying, specifically in regard to different forms of bullying, in hopes to increase teachers’ intervention and reduce the negative consequences of bullying.en_US
dc.identifier.citationMasou, C. (2018). Comparing In-Service Teachers and Pre-service Teachers' Attitudes about Bullying (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/33253en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/33253
dc.identifier.urihttp://hdl.handle.net/1880/109168
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.facultyWerklund School of Education
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectbullying
dc.subjectschool-aged children
dc.subjectteachers
dc.subjectin-service teachers
dc.subjectpre-service teachers
dc.subjectattitudes
dc.subjectseriousness
dc.subjectempathy
dc.subjectIntervention
dc.subject.classificationEducational Psychologyen_US
dc.subject.classificationEducation--Elementaryen_US
dc.subject.classificationEducation--Teacher Trainingen_US
dc.subject.classificationPsychology--Behavioralen_US
dc.titleComparing In-Service Teachers and Pre-service Teachers' Attitudes about Bullying
dc.typemaster thesis
thesis.degree.disciplineEducational Psychology
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameMaster of Science (MSc)
ucalgary.item.requestcopytrue
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