近年来，校园霸凌事件频发，其属性由校园事故转化为社会问题。校园霸凌无小事，任意一起霸凌事故背后，都牵连着两个或一群孩子的健康成长。校园霸凌不仅严重影响正常的教学秩序、降低学生校园生活幸福感，而且在社会上也产生影响范围广、关注度高的负面影响。本研究站在学生视角，将教师应对校园霸凌的行为视为在校园中会对学生产生影响的关键因素，通过一系列实证研究探讨了教师应对校园霸凌都有哪些行为措施，每个措施对学生态度的影响，以及这种被影响的学生态度是如何对校园霸凌严重性产生影响的。研究假设教师应对校园霸凌的行为会通过影响学生感知到的教师对校园霸凌态度，进而影响学生自己对校园霸凌的态度。教师应对校园霸凌的行为和学生自己对校园霸凌的态度又共同影响校园霸凌的严重性。

本文通过三个研究检验了以上假设，研究一使用访谈法收集学生关注到的教师应对校园霸凌的行为、这些行为对应的学生感知到的教师对校园霸凌的态度以及学生自己对校园霸凌的态度。结果整理出十一种教师应对校园霸凌典型行为，以及有关学生感知到教师对霸凌行为的态度和学生自己对霸凌的态度的测量条目。研究二通过问卷法，对研究一中收集到的教师行为进行因素分析和信效度检验，编制得到教师应对校园霸凌行为问卷、学生感知到的教师对校园霸凌态度问卷和学生对校园霸凌态度问卷。研究三通过问卷法建立教师各应对霸凌行为和学生感知的教师霸凌态度、学生自己对校园霸凌态度与校园霸凌严重性的关联，分析各种措施对校园霸凌严重性的影响程度，并对理论模型进行检验。结果发现教师应对校园霸凌的行为可以显著预测学生感知到的教师对霸凌的态度，后者进一步与校园霸凌的客观和主观结果指标相关联。

本研究首次对教师应对校园霸凌的行为与学生感知到的态度之间的关联进行探究，并进一步探讨教师行为如何通过学生感知的教师态度对学生自身的态度及校园霸凌严重性产生影响。研究结果一方面可以为学校管理带来实践价值，另一方面对于教师在校园霸凌行为预防和干预工作方面的继续教育具有实践意义。未来可在本研究基础上使用更丰富的方法探索教师应对校园霸凌行为对其他方面产生的影响，进一步发现制止校园霸凌的有效举措。

In recent years, campus bullying incidents occur frequently, and its attribute is transformed from campus accidents to social problems. Campus bullying is no trivial matter. Behind any bullying accident is involved in the healthy growth of two or a group of children. Campus bullying not only seriously affects the normal teaching order and reduces students' happiness in campus life, but also has a negative impact of wide influence and high attention in the society. This study stands in the perspective of students, the teachers cope with bullying behavior as on campus is the key factors affecting students, through a series of empirical research discusses the teachers deal with bullying what behavior measures, each measure the influence of student attitude, and the affected of students attitude is how to affect the severity of campus bullying. The study assumes that teachers 'response to school bullying will affect students' perceived attitude towards school bullying, and then affect students' own attitude towards school bullying. It's behavior that teachers deal with campus bullying and students' attitude towards campus bullying jointly affect the seriousness of campus bullying.

This paper tested the above hypotheses through three studies. Study 1 used the interview method to collect teachers 'concerns about school bullying, teachers' corresponding to students 'perceived attitudes towards school bullying, and students' own attitudes towards school bullying. Results Eleven measures of typical teacher bullying, measures of students 'perceived attitudes towards bullying and students' own attitudes towards bullying. Study 2 Through the questionnaire method, the factor analysis and validity test of the teacher behaviors collected in Study 1, and the questionnaire on teachers 'bullying behavior, teachers' attitude and students' attitude towards school bullying were compiled. Study 3 Through the questionnaire method to establish the correlation between teachers 'attitude towards bullying and students' attitude towards campus bullying and the severity of campus bullying, analyze the influence of various measures on the severity of campus bullying, and test the theoretical model. The results found that teacher response to school bullying could significantly predict students' perceived teacher attitudes towards bullying, with the latter further associated with objective and subjective outcome measures of school bullying.

This study is the first to explore the association between teacher behavior on school bullying and students 'perceived attitudes, and further explore how teacher behavior affects students' own attitudes and the severity of school bullying through students' perceived teacher attitudes. On the one hand, the results can bring practical value to school management, and on the other hand, they have practical significance for teachers in the prevention and intervention of bullying. In the future, richer methods can be used based on this study to explore the impact of teachers' school bullying on other aspects, and further find effective measures to stop school bullying.