Implementation and perceived effectiveness of anti-bullying strategies among teachers in Taiwan

This study aimed to investigate teachers' perspectives on the implementation and effectiveness of anti-bullying strategies in schools. A total of 538 primary and secondary school teachers from 22 schools in Taiwan agreed to participate in this study. They were asked to rate self-developed quest...

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Bibliographic Details
Published in:Educational psychology (Dorchester-on-Thames) 2018-10, Vol.38 (9), p.1185-1200
Main Authors: Chen, Li-Ming, Chen, Ji-Kang
Format: Article
Language:English
Subjects:
Bullying
Elementary School Teachers
Foreign Countries
Implementation
Intervention
Item Response Theory
perceived effectiveness
Prevention
prevention and intervention
Program Effectiveness
Program Implementation
school bullying
School Safety
Schools
Secondary School Teachers
Teacher Attitudes
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Summary:This study aimed to investigate teachers' perspectives on the implementation and effectiveness of anti-bullying strategies in schools. A total of 538 primary and secondary school teachers from 22 schools in Taiwan agreed to participate in this study. They were asked to rate self-developed questionnaires regarding the implementation and perceived effectiveness of anti-bullying strategies in their schools. The Rasch measurement method was adopted to both analyse the data and ensure the validity and the reliability of the evidence. The results of this study showed that strategies like patrolling, reporting and appeal measures as well as school safety facilities had high levels of implementation and perceived effectiveness. Strategies with both low implementation and low perceived effectiveness included classroom decorations with anti-bullying elements, bullying prevention brochures and establishing anti-bullying committees within schools. Strategies regarding anti-bullying lectures for teachers and analysing the results of bullying prevention for further improvement were perceived as effective strategies with low implementation. Strategies with high implementation but low perceived effectiveness included anti-bullying slogans and posters, regular surveys and student competitions. In addition, it was shown that teachers' perceived effectiveness can correlate with and impact their implementation of anti-bullying strategies. Researchers and practitioners can refer to teachers' perceived effectiveness and implementation of anti-bullying strategies to design bullying prevention programmes.
ISSN:0144-3410
1469-5820
DOI:10.1080/01443410.2018.1482410