Teacher Responses to Peer Aggression – Links to Empathy Fatigue, Professional Self-Care, Work Satisfaction, Professional Self-Efficacy, and School Climate
(2023) World Anti Bullying Forum- Abstract (Swedish)
- Introduction
This study is part of an international collaboration that investigates teachers’ attitudes and responses to vignettes depicting school bullying situations. As per Bandura's model of reciprocal determination, attitudes and behavior in these situations can be influenced by individual and contextual factors. This study specifically examines several factors related to teachers ‘professional situation and abilities, and how these factors influence their responses to the vignettes. The factors include a) experience of empathy fatigue; b) usage of different strategies for professional self-care; c) experience of general work satisfaction; d) perceived ability to manage difficult classroom situations; e) and the social climate... (More) - Introduction
This study is part of an international collaboration that investigates teachers’ attitudes and responses to vignettes depicting school bullying situations. As per Bandura's model of reciprocal determination, attitudes and behavior in these situations can be influenced by individual and contextual factors. This study specifically examines several factors related to teachers ‘professional situation and abilities, and how these factors influence their responses to the vignettes. The factors include a) experience of empathy fatigue; b) usage of different strategies for professional self-care; c) experience of general work satisfaction; d) perceived ability to manage difficult classroom situations; e) and the social climate in their classroom.
Method
The study utilizes survey data from 240 Swedish teachers who responded to an electronic questionnaire. The questionnaire collected demographic information, teachers’ perceptions, and responses to a bullying situation (ratings of the perceived seriousness of the situation, the tendency to blame the victim, and the likelihood of intervening). It also included questions on compassion fatigue (Compassion Fatigue Inventory, CFI, Eng et al, 2021), classroom and school climate (Teacher Perceptions of School Climate; Brand et al., 2008); teacher efficacy (Ohio State Teacher Efficacy Scale, OSTES, Tschannen-Moran & Hoy 2001), and teachers’ professional self-care (measured with a new and adapted version of the Self-Care Assessment, originally developed by Dorociak et al., 2017).
Results
Results from statistical analyses of the relationships between the assessed factors and teachers' perceptions and responses to the bullying situation will be reported and discussed.
Implications for Research/Practice
The implication of teachers' professional situation for the management of bullying in a school setting may be an important area for consideration in order to develop more efficient anti-bullying practices. The findings may also aid further research by validating and exploring the relevance of these constructs. The study may also have relevance for practices in the school context, both on an organizational level and for the individual teachers' practices. The implications for formal training of new teachers and school administrators (e.g., principals) will also be addressed.
(Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/ba246217-d6fb-4da9-9ded-3a190d701b57
- author
- Bjärehed, Jonas LU and Bjärehed, Marlene LU
- organization
- publishing date
- 2023-10-25
- type
- Contribution to conference
- publication status
- published
- subject
- conference name
- World Anti Bullying Forum
- conference location
- Raleigh, NC, United States
- conference dates
- 2023-10-25 - 2023-11-27
- language
- Swedish
- LU publication?
- yes
- id
- ba246217-d6fb-4da9-9ded-3a190d701b57
- date added to LUP
- 2024-02-11 08:33:41
- date last changed
- 2024-02-12 08:40:15
@misc{ba246217-d6fb-4da9-9ded-3a190d701b57, abstract = {{Introduction<br/>This study is part of an international collaboration that investigates teachers’ attitudes and responses to vignettes depicting school bullying situations. As per Bandura's model of reciprocal determination, attitudes and behavior in these situations can be influenced by individual and contextual factors. This study specifically examines several factors related to teachers ‘professional situation and abilities, and how these factors influence their responses to the vignettes. The factors include a) experience of empathy fatigue; b) usage of different strategies for professional self-care; c) experience of general work satisfaction; d) perceived ability to manage difficult classroom situations; e) and the social climate in their classroom.<br/><br/>Method<br/>The study utilizes survey data from 240 Swedish teachers who responded to an electronic questionnaire. The questionnaire collected demographic information, teachers’ perceptions, and responses to a bullying situation (ratings of the perceived seriousness of the situation, the tendency to blame the victim, and the likelihood of intervening). It also included questions on compassion fatigue (Compassion Fatigue Inventory, CFI, Eng et al, 2021), classroom and school climate (Teacher Perceptions of School Climate; Brand et al., 2008); teacher efficacy (Ohio State Teacher Efficacy Scale, OSTES, Tschannen-Moran & Hoy 2001), and teachers’ professional self-care (measured with a new and adapted version of the Self-Care Assessment, originally developed by Dorociak et al., 2017).<br/><br/>Results<br/>Results from statistical analyses of the relationships between the assessed factors and teachers' perceptions and responses to the bullying situation will be reported and discussed.<br/><br/>Implications for Research/Practice<br/>The implication of teachers' professional situation for the management of bullying in a school setting may be an important area for consideration in order to develop more efficient anti-bullying practices. The findings may also aid further research by validating and exploring the relevance of these constructs. The study may also have relevance for practices in the school context, both on an organizational level and for the individual teachers' practices. The implications for formal training of new teachers and school administrators (e.g., principals) will also be addressed.<br/>}}, author = {{Bjärehed, Jonas and Bjärehed, Marlene}}, language = {{swe}}, month = {{10}}, title = {{Teacher Responses to Peer Aggression – Links to Empathy Fatigue, Professional Self-Care, Work Satisfaction, Professional Self-Efficacy, and School Climate}}, year = {{2023}}, }