Abstract
Successful approaches for decreasing bullying among youth hinge on the competence of teachers, yet teachers’ perceptions of bullying often differ from those of students. This study used the Bullying Perceptions Scale—Revised to investigate perceptions of 221 pre-service teachers at a large university in the midwestern United States. Results suggested that pre-service teachers believe all topographies of bullying warrant intervention. Additionally, when asked to recall an episode of bullying, pre-service teachers typically recalled a scenario that involved verbal bullying (84.0%), occurred in the classroom (43.6%), in elementary (44.0%) or middle school (39.6%), when teachers were present (50.2%). The findings imply a need for increased focus on bully identification and prevention in the teacher preparation curriculum.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
