Gender bias in pre-service teachers’ perception of school bullying: an analysis based on the Health Action Process Approach

This article aims to examine gender biases among pre-service teachers in addressing bullying situations, considering both the victims and the perpetrators. The Health Action Process Approach (HAPA) was used to identify determinants influencing the intention to intervene in these situations. The sample comprised 152 pre-service teachers. The methodology involved presenting vignettes depicting different bullying scenarios where participants’ gender and role varied. The teachers’ assessments of these scenarios (severity, frequency, outcome expectancies, and self-efficacy) were measured. Findings indicate that perceived severity is higher in bullying incidents involving girls (both as victims and bullies) and for perpetrators (both girls and boys). Cases involving boy victims were perceived as the least severe, while those with girl bullies were perceived as the most frequent. Self-efficacy was lower in the case of the girl bully. Results indicate that gender bias exerts different effects when dealing with victims or perpetrators.