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

香港中文大學研究人員
替代計量分析
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其它資訊
摘要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.
出版社接受日期26.05.2018
著者Chen Li-ming, Chen Ji-Kang
期刊名稱Educational Psychology
出版年份2018
月份10
卷號38
期次9
頁次1185 - 1200
國際標準期刊號0144-3410
語言美式英語

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