Teacher Characteristics and Influence with the Bystander Intervention Model

Bullying, both traditional and cyber, have been associated with several negative outcomes for students, and teachers have been identified as potential targets for prevention and intervention of bullying occurrences. The importance of bystanders has been recognized; however, there are few studies that examine personal characteristics that relate to the five bystander behaviors within the Bystander Intervention Model (notice the event, interpret as an emergency, accept responsibility, know what to do, and act). This study examined personal characteristics (e.g., affective empathy and perceived level of bullying seriousness) and their relation to each of the five steps of the Bystander Intervention Model in Bullying for both traditional bullying and cyberbullying. With a sample of 150 teachers, results showed a positive and significant relationship between affective empathy and engagement in each step of the Bystander Intervention Model for traditional bullying. Additionally, affective empathy was positively and significantly related to two of the steps within the model (notice the event and take responsibility) for cyberbullying. Finally, results supported a positive relationship between perceived level of bullying seriousness for two steps of the model (notice the event and interpret as an emergency) for traditional bullying. General frequency of teacher intervention was also found in this study. Implications for teacher involvement in bullying prevention and intervention are discussed