Psychology in the Schools, Vol. 51(1), 2014 C ⃝ 2013 Wiley Periodicals, Inc. View this article online at wileyonlinelibrary.com/journal/pits DOI: 10.1002/pits.21735 TEACHERS’ EXPECTATIONS AND SELF-EFFICACY FOR WORKING WITH BULLIES AND VICTIMS ANN T. SKINNER, LESLIE M. BABINSKI, AND ELIZABETH J. GIFFORD Duke University Bullying is a significant concern in schools, and both bullies and victims are at risk for negative outcomes. In this study, 239 sixth-grade teachers completed questionnaires about their perceptions of four components of school climate: high-risk student behaviors, school-wide barriers to learning, principal support, and cooperation among teachers. Teachers’ expectations and self-efficacy for working effectively with both bullies and victims were assessed using case study vignettes. The results indicated that teachers’ perceptions of principal support were significantly related to teach- ers’ expectations and self-efficacy for working with bullies. A graduate degree was also related to greater self-efficacy for working with bullies. Administrators and school psychologists should consider the role of perceived principal support as an important factor in influencing teachers’ expectations and beliefs in working with bullies. C ⃝ 2013 Wiley Periodicals, Inc. In the United States, elementary and secondary school students are frequently the perpetrators and/or the victims of bullying. Bullying occurs when a student is exposed to negative actions from one or more peers repeatedly and over time (Olweus, 1995). A large, nationally representative study found that 30% of U.S. sixth through 10 th graders were involved in bullying, either as a bully or as a victim (Nansel et al., 2001). In a recent survey of 15,185 fourth- through 12 th -grade students, 49% of the students reported being the victim of bullying, and more than 30% had bullied another student in the past month (Bradshaw, Sawyer, & O’Brennan, 2007). When “frequent” bullying was defined as bullying that occurred at least two times during the last month, 23% of students reported being a frequent victim of bullying, and 8% reported being a frequent bully. The Multisite Violence Prevention Project corporate author group includes the following individuals listed by site: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention, Atlanta, GA: Thomas R. Simon, Robin M. Ikeda, Emilie Phillips Smith, LeRoy E. Reese. Duke University Center for Child and Family Policy: David L. Rabiner, Shari Miller, Donna-Marie Winn, Kenneth A. Dodge, Steven R. Asher (Department of Psychology and Neuroscience). University of Georgia: Arthur M. Horne (Department of Counseling and Human Development Services), Pamela Orpinas (Department of Health Promotion and Behavior), Roy Martin (Department of Educational Psychology), William H. Quinn (Department of Child and Family Development). University of Illinois at Chicago: Patrick H. Tolan, Deborah Gorman-Smith, David B. Henry, Franklin N. Gay, Michael Schoeny. Virginia Commonwealth University Department of Psychology: Albert D. Farrell, Aleta L. Meyer, Terri N. Sullivan, Kevin W. Allison. Emilie Phillips Smith is now at the Department of Human Development and Family Studies, Pennsylvania State University. LeRoy E. Reese is now at the Department of Community Health and Preventative Medicine, Morehouse School of Medicine. Shari Miller is now at the Research Triangle Institute, Research Triangle Park, NC. Donna-Marie Winn is now at the Frank Porter Graham Child Development Center, University of North Carolina at Chapel Hill. William H. Quinn is now at the College of Health, Education, and Human Development, Clemson University. Patrick H. Tolan is currently at the Curry School of Education, University of Virginia. Deborah Gorman-Smith, Franklin N. Gay, and Michael Schoeny are currently at Chapin Hall, University of Chicago. Aleta L. Meyer is now at the Office of Planning, Research, and Evaluation at the Administration for Children and Families, Division of Child and Family Development. This study was funded by the National Center for Injury Prevention and Control, Centers for Disease Control and Prevention, CDC Cooperative Agreements U81/CCU417759 (Duke University), U81/CCU517816 (University of Chicago), U81/CCU417778 (University of Georgia), and U81/CCU317633 (Virginia Commonwealth University). Correspondence to: Ann Skinner, Center for Child and Family Policy, Duke University, Box 90539, Durham, NC 27708. E-mail: askinner@duke.edu 72