The findings show that the proactive-moderating (PM) approach is the one most frequently used by class teachers to tackle physical, verbal and indirect bullying. This approach seeks to tackle bullying before incidents happen, and stresses the importance of teacher-pupil interaction at the regular class level. Teachers report that the PM approach is the most effective method of tackling pupils’ bullying behaviour. The teachers clearly see their role as important in that the strategies most highly recommended to pupil victims and bullies are at the class level. There are significant differences among teachers in terms of the relationships between their perceptions of the nature of bullying, their beliefs and attitudes, their teaching experience, support from the Head and senior staff, school size, and teachers’ choice of approaches to tackling bullying. Teachers have broad perceptions of the nature of bullying, so they tend to adopt the RM and PM approaches in the classroom. The strongly humanitarian teacher has positive beliefs and attitudes towards his/her teaching and classroom management. He/she will adopt counselling skills to guide pupils’ bullying behaviour instead of using a RE or ignoring approach. Teachers with many years teaching experience tend to adopt a proactive approach (PM and PE) to tackle bullying behaviour, because they believe that prevention is better than cure. If the Head and senior staff have a clear policy towards bullying, then a proactive approach will be used in the school. Bullying incidents happen most frequently in larger schools. Hence, these schools tend to use a proactive approach to prevent pupils’ bullying. It appears from the findings that many Taiwanese teachers recognise their important roles in schools in relation to dealing with the bullying problem. Both senior staff and class teachers need in-service training, because the complex nature of bullying compounds the difficulty of detecting bullying. The provision of core material on the topic should be seriously considered as an essential part of basic training for teachers. This study represents a good starting-point for school staff to utilise in formulating a more effective whole-school anti-bullying policy, thereby helping to reduce the rate of juvenile delinquency in Taiwan.
We have developed the following database of research theses on bullying from all academic institutions in the UK and Ireland. The aim of this database is to assist those who are interested in the field of bullying and want to see what research has already been done. We have attempted to ensure that we have included all relevant theses here; but if there is an omission please let us know by emailing geraldine.kiernan@dcu.ie.
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