Author(s): Nik Adzrieman Bin Abdul Rahman, Lee Jun Choi, Arumugam a/l Raman, Mohan a/l Rathakrishnan

Abstract: Evidence from a number of studies suggest that teachers are not very effective when they address or deal with cases of bullying in schools, unaware, unwilling to stop bullying, and do not effectively respond to bullying. It is a responsibility of a teacher to deal with any bullying case in school, hence, it is not fair to judge or perceive a teacher as less effective or less efficacious because the development of teachers’ self-efficacy in this matter could be influenced by some variables that serve as sources of efficacy among teachers.The purposes of this study were to determine the level of teachers’ self-efficacy (behavioural, cognitive, emotional) in dealing with bullying among students in rural primary school and to determine the sources of influence (mastery experience, vicarious experience, verbal persuasion, physiological arousal) that are significant predictors for each subscale of teachers’ self-efficacy (behavioural, cognitive, emotional) in dealing with bullying among students in rural primary school.There were 992 in-service rural primary school teachers in Sarawak involved in this study. The overall mean scores for level of teacher self-efficacy (Behavioural, Cognitive, and Emotional) in handling school bullying in rural primary schools in this studywas at moderate level.Based on the findings of this study, Verbal Persuasion and Physiological Arousal had significantly predicted Behavioral Self-efficacy, Cognitive Self-efficacy and Emotional Self-efficacy in handling bullying school bullying.

Keywords: Self-Efficacy, Bullying, Primary School.

DOI: 10.24001/ijels.2.4.23