Physical Education Teachers’ Perceptions of and Strategies for Managing Bullying: The Influence of Socialization

ABSTRACT

Purpose: This study aimed to investigate how teachers’ socialization experiences influence their perceptions of and responses to bullying. Methods: Thirty in-service physical education teachers were recruited to participate. One semi-structured, individual interview was conducted with each participant lasting approximately 60 minutes. Data analysis employed inductive and deductive techniques. Results: Two themes emerged that described teachers’ perceptions of and responses to bullying. These themes included: (a) socialization experiences and socializing agents influence teachers’ perceptions and behaviors in relation to bullying, and (b) teachers have developed strategies to address bullying but also experience significant challenges. Discussion: The current study suggests that while enrolled in a physical education teacher education program, preservice teachers should be provided greater knowledge about and strategies for addressing bullying. In-service teachers are encouraged to pursue professional development that increases their self-efficacy in managing bullying.

KEYWORDS:

• Authoritarianism
• bullying
• class management
• occupational socialization theory
• physical education

Disclosure statement

No potential conflict of interest was reported by the author(s).

IRB approval

The study has been approved by the Institutional Review Board at the University of Illinois at Urbana-Champaign. IRB #20850.

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.