BULLYING - TEACHERS VIEWS AND SCHOOL EFFECTS

Fifty teachers completed a questionnaire and 20 teachers were intervie wed about bullying. The teachers taught at two Outer London schools wi th high proportions of ethnic minority pupils where pupils had previou sly reported significantly different incidences of bullying. Analyses of the teachers' responses indicated that at the school where pupils h ad reported a higher incidence of bullying, teachers were significantl y more likely to perceive behaviour as bullying, observe bullying and have pupils report bullying to them. The majority of teachers intervie wed endorsed gender differences in type of bullying. Only a minority o f teachers believed that there were clear-cut bully typologies but mos t believed that there were typical victim personalities. These results are discussed within a phenomenological approach to bullying.