Teachers' Intentions to Implement Antibullying Practices: The Role of Social Dominance Orientation and Teaching for Creativity

Abstract

Teachers play an important role in treating and preventing school bullying; however, there are instances when they do not act to stop or prevent this phenomenon. There are multiple factors that predict whether and how teachers respond to school bullying. The current study focuses on teachers' Social Dominance Orientation (SDO) as a predictor of their intentions to implement antibullying practices. The study also aims to examine whether Teaching for Creativity (TfC) behavior might serve as a protective mechanism against weakened intentions to implement such practices. Using a quantitative method, a questionnaire was administered to 690 Israeli teachers. In accordance with the hypotheses, teachers' SDO predicted lower intentions to implement antibullying practices, while their TfC behavior predicted higher intentions. Moreover, TfC moderated the association between teachers' SDO and their intentions to implement antibullying practices. These results may contribute to the development and implementation of creative teacher-based antibullying intervention programs.