University of Isfahan Research in Cognitive and Behavioral Sciences 2251-7642 5 1 2015 08 23 Explanation of Bullying Management Strategies Based on Teachers' Self-Efficacy: Mediating Role of Teachers' Beliefs and Attitudes about Students Bullying Explanation of Bullying Management Strategies Based on Teachers' Self-Efficacy: Mediating Role of Teachers' Beliefs and Attitudes about Students Bullying 107 120 17352 FA Mansour Beiramy Phd in Psychology, Professor, University of Tabriz, Tabriz, Iran Ferefhteh Golparvar Phd Student in Educational Psychology, University of Tabriz, Tabriz, Iran. Mir Mahmoud Mirnasab Phd in Exceptional Children Psychology, Assistant Professor, University of Tabriz, Tabriz, Iran. Journal Article 2016 06 14 Based on theoretical and empirical literature, the mediator factors such as teachers' beliefs and attitudes about the bullying of students can play an important role in explaining and predicting management of bullying through perceived self-efficacy of teachers. Based on this approach, the purpose of this study was to examine the effect on teachers' perceived self-efficacy in behavior management and bullying management strategies considering the mediating role of teachers' beliefs and attitudes. The research method was descriptive and correlational that was performed using the path analysis method. In order to implement reaserch, 207 (70 males, 137 females) of primary school teachers were selected by cluster sampling method and data was collected through teachers' self-efficacy questionnaire, the social behavior of students and classroom behavior management strategies. Findings of f path analysis indicate that the direct effect of self-efficacy on normative beliefs (0/15) and the direct effects of normative beliefs (0/29) and avoidance (0/19) on bullying management strategies are positive and significant) p<0/05) other findings showed that teachers' beliefs and attitudes about bullying have a mediator role in the relationship between self-efficacy and strategies to manage bullying, as perceived self-efficacy of teachers in classroom behavior management can explain in total 16% of the variance in bullying management strategies and the tested model has been a good-fitting with theoretical model of research. The results show that in order to design a successful anti-bullying programs, in addition to teachers' self-efficacy, their beliefs and attitudes also need to be considered in managing and deal with bullying. Based on theoretical and empirical literature, the mediator factors such as teachers' beliefs and attitudes about the bullying of students can play an important role in explaining and predicting management of bullying through perceived self-efficacy of teachers. Based on this approach, the purpose of this study was to examine the effect on teachers' perceived self-efficacy in behavior management and bullying management strategies considering the mediating role of teachers' beliefs and attitudes. The research method was descriptive and correlational that was performed using the path analysis method. In order to implement reaserch, 207 (70 males, 137 females) of primary school teachers were selected by cluster sampling method and data was collected through teachers' self-efficacy questionnaire, the social behavior of students and classroom behavior management strategies. Findings of f path analysis indicate that the direct effect of self-efficacy on normative beliefs (0/15) and the direct effects of normative beliefs (0/29) and avoidance (0/19) on bullying management strategies are positive and significant) p<0/05) other findings showed that teachers' beliefs and attitudes about bullying have a mediator role in the relationship between self-efficacy and strategies to manage bullying, as perceived self-efficacy of teachers in classroom behavior management can explain in total 16% of the variance in bullying management strategies and the tested model has been a good-fitting with theoretical model of research. The results show that in order to design a successful anti-bullying programs, in addition to teachers' self-efficacy, their beliefs and attitudes also need to be considered in managing and deal with bullying.

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