When stopping bullying, researchers attribute great importance to the group of observers, as bullying in most cases occurs in their presence. In my master's thesis, I examined the relationship between selected characteristics (empathy, moral disengagement, responsibility, self-efficacy, expectation of negative outcomes) of primary school teachers and their fulfillment of five steps in the bystander intervention model (Latané and Darley, 1970), which involve understanding the necessity of the intervention, accepting responsibility, knowing the methods of intervention and the actual intervention when it comes to bullying. I validated and adapted a tool for measuring selected teacher characteristics (Social-cognitive and affective reactions to school bullying – SCARB) and a tool for measuring the interventional behavior of observers in bullying (Bystander intervention in bullying and sexual harassment questionnaire). I found out that the most important predictor of intervention steps fullfilment regarding bullying, is teacher's self-efficacy. The results also showed, that older teachers were more confident in knowing how to intervene in peer violence than younger teachers. Self-efficacy has proven to be important for the intervention programs preparation and should be considered as a trait, that can be strenghtened through certain skills training.
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