Self-efficacy and relational aggression: An examination of general and special education teachers

• Main Author: Doherty, Erin Neave
• Format: Dissertation
• Language: English
• Subjects: education, secondary; education, special; psychology, social
• ISBN: 9781109150506; 1109150504

Teacher self-efficacy has recently emerged as a predictor of severity and likelihood of intervention in scenarios regarding bullying and relational aggression in elementary and junior high school settings (Craig et al., 2000; Yoon, 2004), yet this issue has not specifically examined whether the same is true in the high school setting. Further, some research suggests that relational aggression, specifically, is more common in middle and high schools and may even increase during these years and into early adulthood beyond high school (Crick, Ostrov, & Kawabata, 2007; Olweus, 1993a). Given that incidents of relational aggression may be increasing during high school, this study sought to explore whether the relationship between teacher self-efficacy and responses to relational aggression could be demonstrated in a high school setting. In addition, this study examined whether there are differences among general and special education teachers in regard to severity ratings and intervention in relational aggression. Research suggests that students in special education are at higher risk for behavioral and emotional difficulties in comparison to students in general education (Daniel et al., 2006). Certain students who have more psychological difficulties effectively coping with relational aggression may have more difficulties. Hence, this study explored variables of special education teachers in comparison to their general education colleagues, because students in special education will likely need greater support in these incidences compared to their general education peers. This study utilized a total of 311 high school teachers across the United States. No significant differences were found between special and general education teachers' reported self-efficacy scores as measured by the Teachers Sense of Efficacy Scale-Long Form (TSES-LF). Teachers' self-efficacy scores significantly predicted severity ratings in vignettes of relational aggression. Self-efficacy scores did not significantly predict reported likelihood of intervention in the vignettes. Supplemental analysis of this sample demonstrated a positive and significant correlation between teachers' age and severity ratings in the vignettes.