The purpose of this study was to investigate
whether teachers’ ability to identify bullying incidents
could be enhanced by offering bullying identification
trainings. The participants of this study were 532 primary,
middle, and high school teachers in Taiwan, who were
recruited to participate in one of the four study groups
(three treatment groups and one control group). Those in
the three treatment groups were provided with the following
interventions: a 1.5-h training on bullying identification
(Group X); a definition including the features of
bullying in written form (Group Y); and a written definition
accompanied by checklist of three bullying characteristics
for each scenario (Group Z). A 24-item Recognition of
Bullying Incidents Questionnaire (RBIQ) was used in this
study. Of these 24 scenarios, 12 were used to assess participants
in the pre-test phase, and 12 were used for the
post-test. The results, using a mixed-model two-way
analysis of variance, indicated that the teachers in Group X
were significantly better at bullying identification than
those in other groups. Teachers in Group Z also were
significantly better at bullying identification than teachers
in Group Y and the control group. These results imply that
merely providing a definition does little to enhance
teachers’ ability to identify school bullying.

EB00000002497K

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• How to Enhance Teachers’ Bullying Identification: A Comparison Among Providing a Training Program, a Written Definition, and a Definition with a Checklist of Bullying Characteristics