Does emotional intelligence play a role in teachers' likelihood of intervening in students' indirect bullying? A preliminary study

Shute, RH; Didaskalou, E; Dedousis-Wallace, A

Does emotional intelligence play a role in teachers' likelihood of intervening in students' indirect bullying? A preliminary study

Shute, RH Didaskalou, E Dedousis-Wallace, A

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Publisher:: PERGAMON-ELSEVIER SCIENCE LTD
Publication Type:: Journal Article
Citation:: Teaching and Teacher Education, 2022, 119
Issue Date:: 2022-11-01

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Field	Value	Language
dc.contributor.author	Shute, RH
dc.contributor.author	Didaskalou, E
dc.contributor.author	Dedousis-Wallace, A https://orcid.org/0000-0002-6167-7467
dc.date.accessioned	2023-02-16T01:41:24Z
dc.date.available	2023-02-16T01:41:24Z
dc.date.issued	2022-11-01
dc.identifier.citation	Teaching and Teacher Education, 2022, 119
dc.identifier.issn	0742-051X
dc.identifier.issn	1879-2480
dc.identifier.uri	http://hdl.handle.net/10453/166186
dc.description.abstract	This study examined whether emotional intelligence (EI) contributes to teachers' (N = 221) responses to vignettes portraying student peer conflicts characterizable as indirect bullying. They rated these vignettes (and others portraying direct bullying) on perceived seriousness, self-efficacy for intervening, and likelihood of intervening. EI was a positive predictor of seriousness of indirect bullying and self-efficacy, these two variables mediating the effect of EI on likelihood of intervening. However, the effect of EI was relatively small. Teachers also perceived indirect bullying as less serious than direct bullying, and felt less self-efficacious and less likely to intervene. Implications for teacher professional education are discussed.
dc.language	English
dc.publisher	PERGAMON-ELSEVIER SCIENCE LTD
dc.relation.ispartof	Teaching and Teacher Education
dc.relation.isbasedon	10.1016/j.tate.2022.103851
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1301 Education Systems, 1302 Curriculum and Pedagogy, 1303 Specialist Studies in Education
dc.subject.classification	Education
dc.title	Does emotional intelligence play a role in teachers' likelihood of intervening in students' indirect bullying? A preliminary study
dc.type	Journal Article
utslib.citation.volume	119
utslib.for	1301 Education Systems
utslib.for	1302 Curriculum and Pedagogy
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
utslib.copyright.status	closed_access	*
dc.date.updated	2023-02-16T01:41:22Z
pubs.publication-status	Published
pubs.volume	119

Abstract:

This study examined whether emotional intelligence (EI) contributes to teachers' (N = 221) responses to vignettes portraying student peer conflicts characterizable as indirect bullying. They rated these vignettes (and others portraying direct bullying) on perceived seriousness, self-efficacy for intervening, and likelihood of intervening. EI was a positive predictor of seriousness of indirect bullying and self-efficacy, these two variables mediating the effect of EI on likelihood of intervening. However, the effect of EI was relatively small. Teachers also perceived indirect bullying as less serious than direct bullying, and felt less self-efficacious and less likely to intervene. Implications for teacher professional education are discussed.

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http://hdl.handle.net/10453/166186