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

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. • Addressing indirect bullying may require teacher emotional intelligence (EI). • EI does influence how likely a teacher is to intervene. • EI operates via perceived seriousness and self-efficacy for intervening. • But seriousness and self-efficacy have much stronger effects on intervention. • Educating teachers in effective intervention methods may raise their self-efficacy. [ABSTRACT FROM AUTHOR]