The purpose of this study was to investigate school administrators\u27 responses to bullying situations and explore variables that predict their responses. Elementary, middle and high school administrators (n = 126) from school districts throughout Michigan participated in the study. Data were collected during the 2013-2014 school year.
Differences between beliefs about the causes of victimization were found in that school administrators were less likely to endorse normative beliefs about the causes of victimization than assertive or avoidant beliefs. School administrators were more likely to endorse assertive beliefs for girls than for boys. Empathy towards victims, perceived seriousness of the bullying situation, likelihood of intervention and type of response across three types of hypothetical bullying situations were measured. School administrators perceived physical bullying situations as more serious, reported more empathy for victims and were more likely to intervene and involve parents when compared to verbal or social exclusion situations. They were more likely to provide responses that involved expressing disapproval in verbal or social exclusion bullying situations than in physical bullying situations.
Factors that predicted a school administrator\u27s likelihood of intervention and type of response in bullying situations were examined. Perceived seriousness was a significant predictor of a school administrator\u27s likelihood of intervention in bullying vignettes. School administrators more open to diversity were more likely to intervene in bullying situations, more likely to discipline the perpetrator and involve parents when intervening. School administrators with previous bullying prevention training reported a higher likelihood of intervention in bullying situations but were less likely to involve parents. Previous training did not have an effect on expressing disapproval or disciplining the perpetrator in bullying situations. The study provides support for further research on school administrators and their role in bullying prevention initiatives
