Predicting Teacher Self-Efficacy in Bullying Intervention (PO112)

  • PMD: 6
  • Skill Level: Introduction
  • Session 1: Promoting Safe and Positive Schools
  • Live Chat:
    Tuesday, February 23, 2021
    11:30 AM–12:15 PM
    (Posters available on demand at any time during the convention week and for sixty days thereafter.)

Learner Objectives

This session will help participants…

  1. describe the impact self-efficacy has on teachers’ intervention in schools.
  2. analyze the factors which increase levels of self-efficacy to intervene with a student bully.
  3. create opportunities to work with teachers to increase their self-efficacy in bullying intervention through consultation, trainings, and programs.


Bullying in school can result in significant internalizing problems and lower academic achievement (Burger et al., 2015). Teacher intervention in response to bullying is essential and can be impacted by teacher self-efficacy. This study will analyze factors that predict self-efficacy, including administrator support, bullying intervention training experience, teacher peer response and teacher years of experience. This research will further reinforce the role of school psychologists in supporting teachers with their bullying interventions.



Nicholas DeKeyser, University of Wisconsin-La Crosse
Daniel M. Hyson, PhD, University of Wisconsin-La Crosse

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