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Abstract
The relationship between teachers’ capacity to employ anti-bullying approaches and the extent of bullying prevalence was investigated. Teachers underwent assessment regarding their knowledge and capacity on different approaches to address bullying cases and how this ability affects the likelihood of bullying manifestations observed among secondary students. While it is essential for teachers to be proactive in preventing bullying since bullying brings risks for a host of negative outcomes, schools are encouraged to strengthen program and policy implementations. This study used a descriptive-correlation design to assess 24 teachers and a sample of 25 students. An adopted survey questionnaires were used to collect data and parametric tests were used to analyze the data. Findings revealed that teachers have “Slight” knowledge about Anti-bullying Programs and Policies, with no relevant training and lesser strategies employed. Anti-bullying capacity is found to be “Slight” in both Proactive and Reactive Approaches. “Indirect” bullying emerged more prevalent than “direct” and “cyber-bullying”. Correlation reflected a significant relationship between teachers’ capacity for bullying. It shows that teachers play a vital role in lessening bullying occurrences in schools. The findings recommend strengthening anti-bullying mechanisms and capacitating teachers with anti-bullying approaches to promote academic improvement among students.
