In-service Teachers’ Attitude and Knowledge towards School Bullying: A Conceptual and Empirical Analysis

Abstract

The study aimed to identify in-service elementary school teachers' attitudes and knowledge towards the prevalence of school bullying. The study examined whether the teachers had a clear understanding of the concept of school bullying and how this understanding affected their awareness and understanding of bullying, as well as classroom discipline and rule factors such as creating a respectful and fair environment while avoiding harsh disciplinary measures. The study also looked at classroom management factors, including authoritarian, authoritative, democratic, and laissez-faire styles. Additionally, the research explored the impact of bullying on learning and how this affected teachers' attitudes towards school bullying. The population for the current study was included all public elementary school teachers’ of district Sargodha. A sample of 300 teachers’ was selected from public sector of district Sargodha. A quantitative survey research design was used to collect reliable data, and the instrument's reliability was verified through Cronbach’s Alpha, which was found to be 0.85. The results showed that the concept of school bullying had a significant impact on the attitudes of teachers towards bullying. The study concluded that classroom discipline and rules, classroom management, and the impact of bullying on learning all affected teachers' attitudes towards school bullying.