Teachers are key to antibullying efforts, and their attitudes toward bullying can influence their intervention responses. There has been a proliferation of this type of research but thus far no review has been performed to coalesce the evidence. Following PRISMA and Cochrane guidelines, we performed a systematic and meta-analytic review. A total of 3990 titles and abstracts identified across 7 databases (PsycINFO, Education Source, ERIC via EBSCOhost, ERIC via ProQuest, Web of Science, ProQuest Dissertations and Theses, Google Scholar) were screened against inclusion and exclusion criteria. After screening, 27 studies were included in the systematic review, 25 of which were included in meta-analyses. The association between antibullying attitudes and intervention responses differed depending on whether (1) measures assessed retrospective reports of intervention responses (i.e., how often teachers used that response) versus intervention intentions (i.e., likelihood they would intervene in hypothetical scenarios) and (2) the specific type of intervention response. Results indicate that teachers’ antibullying attitudes were positively related to some responses (disciplining/punishing bullying, victim support, involving parents, involving peer bystanders), negatively related to some responses (advocating avoidance, encouraging independent coping), and unrelated to others (advocating assertion, enlisting other adults, separating students). Results also indicate a positive overall association between antibullying attitudes and intervention likelihood. No moderation by form of bullying was found. Implications for preservice training and in-service teachers’ professional development to target bullying attitudes are discussed.

教师是反霸凌工作的关键，他们对霸凌的态度会影响他们的干预反应。这种类型的研究已经激增，但到目前为止还没有进行综述来合并证据。根据 PRISMA 和 Cochrane 指南，我们进行了系统和荟萃分析综述。根据纳入和排除标准筛选了 7 个数据库（PsycINFO、Education Source、ERIC via EBSCOhost、ERIC via ProQuest、Web of Science、ProQuest Dissertations and Theses、Google Scholar）中确定的 3990 个标题和摘要。筛选后，27 项研究被纳入系统评价，其中 25 项被纳入荟萃分析。反霸凌态度与干预反应之间的关联取决于 （1） 措施是否评估干预反应的回顾性报告（即教师使用该反应的频率）与干预意图（即他们在假设情况下进行干预的可能性）以及 （2） 干预反应的具体类型。结果表明，教师的反霸凌态度与某些反应（管教/惩罚霸凌、受害者支持、让父母参与、让同伴旁观者参与）呈正相关，与某些反应（提倡回避、鼓励独立应对）呈负相关，与其他反应无关（提倡断言、招募其他成年人、将学生分开）。结果还表明，反霸凌态度与干预可能性之间存在总体正相关。没有发现按欺凌形式进行调节。讨论了职前培训和在职教师针对霸凌态度的专业发展的影响。