Does emotional intelligence play a role in teachers' likelihood of intervening in students' indirect bullying? A preliminary study

This study examined whether emotional intelligence (EI) contributes to teachers' (N = 221) responses to vignettes portraying student peer conflicts characterizable as indirect bullying. They rated these vi-gnettes (and others portraying direct bullying) on perceived seriousness, self-efficacy for intervening, and likelihood of intervening. EI was a positive predictor of seriousness of indirect bullying and self -efficacy, these two variables mediating the effect of EI on likelihood of intervening. However, the ef-fect of EI was relatively small. Teachers also perceived indirect bullying as less serious than direct bullying, and felt less self-efficacious and less likely to intervene. Implications for teacher professional education are discussed.(c) 2022 Elsevier Ltd. All rights reserved.