The Mediating Role of Teachers' Self-Efficacy in the Relationship Between Their Attitudes Toward School Bullying and Their Handling of Bullying Situations: A Study From Jordan.

Abstract

Previous literature indicates that even when teachers hold antibullying attitudes, they may fail to intervene, suggesting that self-efficacy is essential for successful intervention. This study explored the mediating role of self-efficacy in the relationship between attitudes toward bullying and intervention efforts among teachers. A cross-sectional, mediational design was used with a convenience sample of 567 Jordanian teachers teaching students aged 12 to 17. Data were collected using a self-administered questionnaire that included the Bullying Attitude Questionnaire-Modified, Teachers' Self-Efficacy Regarding Bullying Scale, and the Handling Bullying Questionnaire. Mediation analysis with PROCESS Macro v4.2 revealed a nonsignificant total effect between teachers' attitudes and their interventions, but self-efficacy fully mediated this relationship. These findings highlight the importance of enhancing teachers' self-efficacy to ensure that antibullying attitudes translate to active intervention. School nurses can support this by helping teachers reflect on their attitudes, boosting their self-efficacy, and developing effective intervention strategies.