Does emotional intelligence play a role in teachers' likelihood of intervening in students' indirect bullying? A preliminary study

Abstract

This study examined whether emotional intelligence (EI) contributes to teachers' (N = 221) responses to vignettes portraying student peer conflicts characterizable as indirect bullying. They rated these vignettes (and others portraying direct bullying) on perceived seriousness, self-efficacy for intervening, and likelihood of intervening. EI was a positive predictor of seriousness of indirect bullying and self-efficacy, these two variables mediating the effect of EI on likelihood of intervening. However, the effect of EI was relatively small. Teachers also perceived indirect bullying as less serious than direct bullying, and felt less self-efficacious and less likely to intervene. Implications for teacher professional education are discussed. © 2022 Elsevier Ltd