Teachers Beliefs and Predictors of Response to Verbal, Physical and Relational Bullying Behavior in Preschool Classrooms

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Authors:
Tonya J. Davis, Alabama A&M University, USA
Bryan O. Gere, Alabama A&M University, USA
Email: tonyadavislpc@gmail.com
Published: November 19, 2018
https://doi.org/10.22492/ijpbs.4.2.02

Citation: Davis, T. J., & Gere B. O. (2018). Teachers Beliefs and Predictors of Response to Verbal, Physical and Relational Bullying Behavior in Preschool Classrooms. IAFOR Journal of Psychology & the Behavioral Sciences, 4(2). https://doi.org/10.22492/ijpbs.4.2.02


Abstract

Relatively few research studies exist on bullying in preschool classrooms despite research indicating bullying roles can be formed at the preschool level. The purpose of this study was to examine preschoolers’ teachers’ beliefs about the existence of bullying in classrooms, and the factors likely to predict teachers’ response towards bullying behavior. Results revealed that teachers’ empathy, perception of seriousness, and response significantly predicted preschoolers’ verbal, physical, and relational bullying behaviors. The findings of the study highlight the need for advocacy and interventions in preschool classrooms.

Keywords

preschool, bullying behavior, empathy, perception of seriousness, responses