Peruvian elementary teachers evaluation of bullying behaviors: perceptions of severity, empathy, and intent to intervene

Ramos-Diaz, J, Coplan, RJ, Betts, LR ORCID: https://orcid.org/0000-0002-6147-8089, Diaz-Leon, I, Sopla-Rojas, K, Ramos-Sandoval, R, Guevara-Cordero, C, Iraola-Real, I, Villanueva-Alvarado, J and Diestra-Quiñones, R, 2026. Peruvian elementary teachers evaluation of bullying behaviors: perceptions of severity, empathy, and intent to intervene. Teaching and Teacher Education, 171: 105348. ISSN 0742-051X

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Abstract

This study investigated Peruvian elementary school teachers’ perceptions of bullying severity, empathy toward victims, and intentions to intervene, with attention to teacher gender, student gender, and bullying type. Participants were 794 public school teachers from Northern Lima. Using case-based vignettes, results showed relational bullying was perceived as most severe, especially when victims were female. Teachers expressed greater empathy in physical bullying cases and were more likely to intervene in physical and relational bullying than in verbal bullying. Female teachers reported higher empathy and intervention toward female students. Findings underscore the need for gender-sensitive teacher training.

Item Type:	Journal article
Publication Title:	Teaching and Teacher Education
Creators:	Ramos-Diaz, J., Coplan, R.J., Betts, L.R., Diaz-Leon, I., Sopla-Rojas, K., Ramos-Sandoval, R., Guevara-Cordero, C., Iraola-Real, I., Villanueva-Alvarado, J. and Diestra-Quiñones, R.
Publisher:	Elsevier
Date:	March 2026
Volume:	171
ISSN:	0742-051X
Identifiers:	Number Type 10.1016/j.tate.2025.105348 DOI 2545927 Other
Divisions:	Schools > School of Social Sciences
Record created by:	Jonathan Gallacher
Date Added:	06 Jan 2026 14:50
Last Modified:	06 Jan 2026 14:50
URI:	https://irep.ntu.ac.uk/id/eprint/54929

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