Skip to main content
SpringerLink
Log in

Beyond Attitudes and Teaching Methods: The Role of Teacher Professional Ethos in Tackling Bullying

  • Chapter
  • First Online:
The International Handbook of Teacher Ethos

Abstract

Bullying negatively affects the social and learning climate in classrooms, impedes classroom management, has grave psychosocial, health, and academic consequences for bullies, victims, and witnesses, and impairs students’ academic achievement. In the school and classroom context, recent research has identified the critical role of adults, especially teachers. Their perceptions, attitudes, beliefs, and behaviours contribute to the establishment and chronification of bullying. When not participating in any anti-bullying program, teachers show different reactions when facing bullying. Some intervene, and in different ways, while others do not intervene at all. Given teachers’ educational role and the moral and ethical basis of their professional teaching practice, it is most likely that the reactions they show in cases of bullying will directly impact students’ behaviour, as they send direct and indirect messages on the acceptability of bullying through their own behaviour. Teachers’ professional ethos in the area of school bullying is reconstructed based on (a) the specifics of the phenomenon; (b) findings from prevention and intervention research identifying factors effective in reducing bullying; and (c) the author’s practical experience in teacher (further) education and bullying prevention work in schools. These points are linked back to a multidimensional model of teacher professional ethos which moves beyond moral and ethical considerations and addresses the role of the professional context in nourishing and sustaining such ethos.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 189.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 249.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 249.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Alsaker, F. D., & Valkanover, S. (2001). Early diagnosis and prevention of victimization in kindergarten. In J. Juvonen & S. Graham (Eds.), Peer harassment in school (pp. 175–195). New York: Guilford.

    Google Scholar 

  • Aurin, K., & Maurer, M. (1990). Das Lehrerethos bedarf der Aufhellung durch empirisch-analytische Untersuchungen [Teachers’ ethos needs to be elucidated through empirical-analytical studies]. Die Deutsche Schule: DDS; Zeitschrift für Erziehungswissenschaft, Bildungspolitik und pädagogische Praxis, 82(1), 31–36.

    Google Scholar 

  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Bauman, S., & Del Rio, A. (2006). Preservice teachers’ responses to bullying scenarios: Comparing physical, verbal, and relational bullying. Journal of Educational Psychology, 98(1), 219–231.

    Article  Google Scholar 

  • Baumert, J., & Kunter, M. (2006). Stichwort: Professionelle Kompetenz von Lehrkräften [Keyword: professional competence of teachers]. Zeitschrift für Erziehungswissenschaft, 9(4), 469–520.

    Google Scholar 

  • Bektas, F., Çogaltay, N., Karadag, E., & Ay, Y. (2015). School culture and academic achievement of students: A meta-analysis study. The Anthropologist, 21(3), 482–488. https://doi.org/10.1080/09720073.2015.11891837

  • Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2016). A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Review of Educational Research, 87(2), 425–469. https://doi.org/10.3102/0034654316669821

    Article  Google Scholar 

  • Bilz, L., Steger, J., Fischer, S. M., Schubarth, W., & Kunze, U. (2016). Ist das schon Gewalt? Zur Bedeutung des Gewaltverständnisses von Lehrkräften für ihren Umgang mit mobbing und für das Handeln von Schülerinnen und Schülern [is this already violence. On the role of teachers’ conception of violence for addressing bullying and for students’ taking action]. Zeitschrift für Pädagogik, 62(6), 841–860.

    Google Scholar 

  • Blazer, C. (2005). Literature review on bullying. Office of Accountability and Systemwide Performance, Miami-Dade County Public Schools.

    Google Scholar 

  • Brezinka, W. (1990). Die Tätigkeit des Lehrers erfordert eine verbindliche Berufsmoral [The profession of the teacher necessitates a binding professional morality]. Die Deutsche Schule: DDS; Zeitschrift für Erziehungswissenschaft, Bildungspolitik und pädagogische Praxis, 82, 17–21.

    Google Scholar 

  • Burger, C., Strohmeier, D., Spröber, N., Bauman, S., & Rigby, K. (2015). How teachers respond to school bullying: An examination of self-reported intervention strategy use, moderator effects, and concurrent use of multiple strategies. Teaching and Teacher Education, 51, 191–202. https://doi.org/10.1016/j.tate.2015.07.004

  • Campbell, E. (2003). Moral lessons: The ethical role of teachers. Educational Research and Evaluation: An International Journal on Theory and Practice, 9(1), 25–50.

    Article  Google Scholar 

  • Caravita, S. C. S., Di Blasio, P., & Salmivalli, C. (2009). Unique and interactive effects of empathy and social status on involvement in bullying. Social Development, 18(1), 140–163. https://doi.org/10.1111/j.1467-9507.2008.00465.x

    Article  Google Scholar 

  • Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence. A meta-analytic investigation. School Psychology Quarterly, 25, 65–83. https://doi.org/10.1037/a0020149

  • Cornell, D., & Limber, S. P. (2015). Law and policy on the concept of bullying at school. American Psychologist, 70, 333–343.

    Article  Google Scholar 

  • Cornell, D., Shukla, K., & Konold, T. (2015). Peer victimization and authoritative school climate: A multilevel approach. Journal of Educational Psychology, 107, 1186–1201.

    Article  Google Scholar 

  • Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in children’s social adjustment. Psychological Bulletin, 115(1), 74–101.

    Google Scholar 

  • Dedousis-Wallace, A., Shute, R., Varlow, M., Murrihy, R., & Kidman, T. (2014). Predictors of teacher intervention in indirect bullying at school and outcome of a professional development presentation for teachers. Educational Psychology, 34(7), 862–875. https://doi.org/10.1080/01443410.2013.785385

  • Farmer, T. W., Lines, M. M., & Hamm, J. V. (2011). Revealing the invisible hand: The role of teachers in Children’s peer experiences. Journal of Applied Developmental Psychology, 32(5), 247–256. https://doi.org/10.1016/j.appdev.2011.04.006

  • Fekkes, M., Pijpers, F. I. M., & Verloove-Vanhorick, S. P. (2004). Bullying: Who does what, when and where? Involvement of children, teachers and parents in bullying behavior. Health Education Research, 20(1), 81–91. https://doi.org/10.1093/her/cyg100

    Article  Google Scholar 

  • Garz, D., & Raven, U. (2018). ‘Stellvertretend die Welt der Lernenden deuten’. Professionalisierungstheoretische Überlegungen zum Lehrberuf [Vicariously interpreting learners' world. Professional-theoretical considerations regarding the teaching profession]. In H. Schärer & M. Zutavern (Eds.), Das professionelle Ethos von Lehrerinnen und Lehrern. Perspektiven und Anwendungen (pp. 43–55). Münster: Waxmann.

    Google Scholar 

  • Gini, G., & Pozzoli, T. (2009). Association between bullying and psychosomatic problems: A meta-analysis. Pediatrics, 123, 1059–1065. https://doi.org/10.1542/peds.2008-2015

    Article  Google Scholar 

  • Gini, G., & Pozzoli, T. (2013). Bullied children and psychosomatic problems: A meta-analysis. Pediatrics, 132, 720–729. https://doi.org/10.1542/peds.2013-0614

    Article  Google Scholar 

  • Guerra, N. G., Williams, K. R., & Sadek, S. (2011). Understanding bullying and victimization during childhood and adolescence: A mixed methods study. Child Development, 82, 295–310. https://doi.org/10.1111/j.1467-8624.2010.01556.x

    Article  Google Scholar 

  • Gutzwiller-Helfenfinger, E. (2019). Werteorientierungen von Lehrkräften als Bestandteile ihres professionellen Ethos: eine psychologische Perspektive [Values-orientations of teachers as an integral part of their professional ethos: a psychological perspective]. In C. Cramer & F. Oser (Eds.), Ethos: interdisziplinäre Perspektiven auf den Lehrerinnen- und Lehrerberuf. In memoriam Martin Drahmann (pp. 73–86). Münster: Waxmann.

    Google Scholar 

  • Harder, P. (2014). Werthaltungen und Ethos von Lehrern. Empirische Studie zu Annahmen über den guten Lehrer [Values and ethos of teachers. Empirical studies on assumptions about the good teacher]. Bamberg: University of Bamberg Press.

    Google Scholar 

  • Hazler, R. J., Miller, D. L., Carney, J. V., & Green, S. (2001). Adult recognition of school bullying situations. Educational Research, 43(2), 133–146. https://doi.org/10.1080/00131880110051137

  • Hektner, J. M., & Swenson, C. A. (2012). Links from teacher beliefs to peer victimization and bystander intervention: Tests of mediating processes. The Journal of Early Adolescence, 32(4), 516–536. https://doi.org/10.1177/0272431611402502

  • Hong, J. S., & Espelage, D. L. (2012). A review of research on bullying and peer victimization in school: An ecological system analysis. Aggression and Violent Behavior, 17, 311–322.

    Article  Google Scholar 

  • Huberman, M. (1989). The professional life cycle of teachers. Teachers College Record, 91(1), 31–57.

    Google Scholar 

  • Hymel, S., Rocke-Henderson, N., & Bonanno, R. A. (2005). Moral disengagement: A framework for understanding bullying among adolescents. Journal of Social Sciences, 8, 1–11.

    Google Scholar 

  • Kelchtermans, G. (2005). Teachers’ emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy. Teaching and Teacher Education, 21, 995–2006.

    Google Scholar 

  • Kochenderfer-Ladd, B., & Pelletier, M. E. (2008). Teachers’ views and beliefs about bullying: Influences on classroom management strategies and students’ coping with peer victimization. Journal of School Psychology, 46(4), 431–453. https://doi.org/10.1016/j.jsp.2007.07.005

  • Korthagen, F., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching: Theory and Practice, 11(1), 47–71.

    Article  Google Scholar 

  • La Schoen, T., & Teddlie, C. (2008). A new model of school culture: A response to a call for conceptual clarity. School Effectiveness and School Improvement, 19(2), 129–153. https://doi.org/10.1080/09243450802095278

  • Latzko, B. (2010). Moral education in school: Teachers’ authority and students’ autonomy. In C. Klaassen & N. Maslovaty (Eds.), Moral courage and the normative professionalism of teachers (pp. 91–102). Rotterdam: Brill Sense.

    Google Scholar 

  • Latzko, B., Gutzwiller-Helfenfinger, E., Pässler, A.-C., & Hesse, I. (2018). Food security as a domain of teachers’ professional ethos?! MENON Journal of Educational Research, 3, 125–136.

    Google Scholar 

  • McGrath, K. F., & van Bergen, P. (2015). Who, when, why and to what end? Students at risk of negative student–teacher relationships and their outcomes. Educational Research Review, 14, 1–17. https://doi.org/10.1016/j.edurev.2014.12.001

    Article  Google Scholar 

  • Menesini, E., Sanchez, V., Fonzi, A., Ortega, R., Costabile, A., & Lo Feudo, G. (2003). Moral emotions and bullying: A cross-national comparison of differences between bullies, victims and outsiders. Aggressive Behavior, 29(6), 515–530.

    Google Scholar 

  • Menesini, E., Palladino, B., & Nocentini, A. (2015). Emotions of moral disengagement, class norms, and bullying in adolescence: A multilevel approach. Merrill-Palmer Quarterly, 61(1), 124-143. https://doi.org/10.13110/merrpalmquar1982.61.1.0124

    Google Scholar 

  • Narváez, D., & Rest, J. (1995). The four components of acting morally. In W. M. Kurtines & J. L. Gewirtz (Eds.), Moral development: An introduction (pp. 385–399). Boston: Allyn and Bacon.

    Google Scholar 

  • O’Brennan, L. M., Waasdorp, T. E., & Bradshaw, C. P. (2014). Strengthening bullying prevention through school staff connectedness. Journal of Educational Psychology, 106, 870–880.

    Article  Google Scholar 

  • Oliveira, W. A. D., Silva, M. A. I., Mello, F. C. M. D., Porto, D. L., Yoshinaga, A. C. M., & Malta, D. C. (2015). The causes of bullying: Results from the National Survey of School Health (PeNSE). Revista Latino-Americana de Enfermagem, 23, 275–282.

    Google Scholar 

  • Olweus, D. (1993). Bullying at school: What we know and what we can do. Malden, MA: Blackwell Publishers.

    Google Scholar 

  • Oser, F. (1998). Ethos – die Vermenschlichung des Erfolgs [Ethos - the humanization of success]. Opladen: Leske + Budrich.

    Google Scholar 

  • Oser, F. (2018). Unterrichten ohne ethos [teaching without ethos]? In H. Schärer & M. Zutavern (Eds.), Das professionelle Ethos von Lehrerinnen und Lehrern. Perspektiven und Anwendungen (pp. 57–72). Münster.

    Google Scholar 

  • Perren, S., Gutzwiller-Helfenfinger, E., Malti, T., & Hymel, S. (2012). Moral reasoning and emotion attributions of adolescent bullies, victims, and bully-victims. British Journal of Developmental Psychology, 30(4), 511–530. https://doi.org/10.1111/j.2044-835X.2011.02059.x

    Article  Google Scholar 

  • Quesel, C., Möser, G., & Husfeldt, V. (2018). The impact of social deprivation on school climate, learning climate and work climate of compulsory schools in Switzerland. Swiss Journal of Educational Research, 36(2), 283–306. https://doi.org/10.24452/sjer.36.2.4937

    Article  Google Scholar 

  • Roland, E., & Galloway, D. (2002). Classroom influences on bullying. Educational Research, 44(3), 299–312. https://doi.org/10.1080/0013188022000031597

    Article  Google Scholar 

  • Salmivalli, C., & Voeten, M. (2004). Connections between attitudes, group norms, and behaviour in bullying situations. International Journal of Behavioral Development, 28(3), 246–258. https://doi.org/10.1080/01650250344000488

    Article  Google Scholar 

  • Smetana, J. (2006). Social-cognitive domain theory: Conistencies and variations in children’s social and moral judgments. In M. Killen & J. Smetana (Eds.), Handbook of moral development (pp. 119–154). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Sutton, J., Smith, P. K., & Swettenham, J. (2001). “It’s easy, it works, and it makes me feel good”: A response to Arsenio and Lemerise. Social Development, 10(1), 74–78. https://doi.org/10.1111/1467-9507.00149

  • The new shorter Oxford English dictionary (4th ed.). (1993). Oxford: Clarendon Press.

    Google Scholar 

  • Thornberg, R., & Jungert, T. (2013). Bystander behavior in bullying situations: Basic moral sensitivity, moral disengagement and defender self-efficacy. Journal of Adolescence, 36(3), 475–483. https://doi.org/10.1016/j.adolescence.2013.02.003

    Article  Google Scholar 

  • Ttofi, M. M., & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7(1), 27–56.

    Google Scholar 

  • Ttofi, M. M., Farrington, D. P., & Lösel, F. (2012). School bullying as a predictor of violence later in life: A systematic review and meta-analysis of prospective longitudinal studies. Aggression and Violent Behavior, 17(5), 405–418. https://doi.org/10.1016/j.avb.2012.05.002

  • UN General Assembly. (1989). The convention on the rights of the child. New York, NY: United Nations.

    Google Scholar 

  • Veenstra, R., Lindenberg, S., Huitsing, G., Sainio, M., & Salmivalli, C. (2014). The role of teachers in bullying: The relation between antibullying attitudes, efficacy, and efforts to reduce bullying. Journal of Educational Psychology, 106(4), 1135–1143.

    Google Scholar 

  • Yoon, J. S., & Kerber, K. (2003). Bullying: Elementary teachers’ attitudes and intervention strategies. Research in Education, 69(1), 27–35. https://doi.org/10.7227/RIE.69.3

  • Weinert, F. E. (2001). Concept of competence: A conceptual clarification. In D. S. Rychen & L. H. Salganik (Eds.), Defining and selecting key competencies (pp. 45–65). Hogrefe & Huber Publishers.

    Google Scholar 

  • Ziemes, J., & Gutzwiller-Helfenfinger, E. (2019). Children’s rights and educational psychology. European Psychologist, 24(2), 169–179. https://doi.org/10.1027/1016-9040/a000373

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Interdisciplinary Center for Integration and Migration Research, University of Duisburg-Essen, Duisburg, Germany

    Eveline Gutzwiller-Helfenfinger

Authors
  1. Eveline Gutzwiller-Helfenfinger
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Eveline Gutzwiller-Helfenfinger .

Editor information

Editors and Affiliations

  1. Fribourg, Switzerland

    Fritz Oser

  2. University of Teacher Education Upper Austria, Linz, Austria

    Karin Heinrichs

  3. University of Erfurt, Erfurt, Germany

    Johannes Bauer

  4. University of Newcastle Australia, Callaghan, NSW, Australia

    Terence Lovat

Rights and permissions

Reprints and permissions

Copyright information

© 2021 Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Gutzwiller-Helfenfinger, E. (2021). Beyond Attitudes and Teaching Methods: The Role of Teacher Professional Ethos in Tackling Bullying. In: Oser, F., Heinrichs, K., Bauer, J., Lovat, T. (eds) The International Handbook of Teacher Ethos. Springer, Cham. https://doi.org/10.1007/978-3-030-73644-6_17

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-73644-6_17

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-73643-9

  • Online ISBN: 978-3-030-73644-6

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation