| This study examined how Ontario teachers' bullying experiences affected teachers' handling of bullying on campus. Even though teachers are the ones most likely to implement bullying interventions (Smith, Schneider, Smith, & Ananiadou, 2004), very few researchers have focused on the impact of teachers' histories with bullying and how these histories affect teachers' responses to bullying within their classrooms (Mishna, Scarcello, Pepler, & Wiener, 2005). If teachers feel they have a greater stake in anti-bullying programs, teachers will be more involved in making sure those programs run properly (Kallestad & Olweus, 2003). This mixed method study used sequential explanatory design analysis to explore teachers' histories with bullying and how those histories affected their handling of bullying within their classrooms. The findings of this study showed teachers are more likely to side with the victim than the bully, teachers used a variety of bullying intervention methods, and teachers felt they needed more training in recognizing and dealing with bullying. |
