AUTHOR=van Gils Fleur Elisabeth , Colpin Hilde , Verschueren Karine , Demol Karlien , ten Bokkel Isabel Maria , Menesini Ersilia , Palladino Benedetta Emanuela 

TITLE=Teachers’ Responses to Bullying Questionnaire: A Validation Study in Two Educational Contexts

JOURNAL=Frontiers in Psychology

VOLUME=13

YEAR=2022

URL=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.830850

DOI=10.3389/fpsyg.2022.830850

ISSN=1664-1078

ABSTRACT=<p>Given the high prevalence and dramatic impact of being bullied at school, it is crucial to get more insight into how teachers can reduce bullying. So far, few instruments have measured elementary teachers’ responses to bullying. This study investigated the validity of the student-reported Teachers’ Responses to Bullying Questionnaire. The factor structure and measurement invariance were tested across two educational contexts among fourth and fifth grade students from Italy (<italic>n</italic> = 235) and Belgium (<italic>n</italic> = 667). Furthermore, associations between student-perceived teachers’ responses and students’ bullying behavior were examined. Confirmatory Factor Analysis supported the predicted five-factor structure, distinguishing Non-Intervention, Disciplinary Methods, Group Discussion, Mediation, and Victim Support. A partial factor means invariance model was found, allowing for valid comparisons between the Italian and Belgian educational contexts. Significant associations were found between self-reported, but not peer-nominated, bullying behavior and most student-perceived teachers’ responses.</p>