U novije vrijeme smatra se da učitelji imaju ključnu ulogu u suočavanju s problemom vršnjačkog nasilja, a za kvalitetne intervencije važna je kompetentnost učitelja. Cilj ovog istraživanja je ispitati odnos kompetentnosti i percipirane ozbiljnosti nasilne situacije u predviđanju intervencija učitelja u slučajevima vršnjačkog nasilja. Istraživanje je provedeno na nacionalno reprezentativnom uzorku (N=639) učitelja osnovnih škola u Republici Hrvatskoj, prosječne dobi 43 godine (sd=10,59). Za prikupljanje podataka, uz upitnik sociodemografskih karakteristika, korištene su Vinjete te Skala samoprocjene kompetentnosti za rad učitelja na problemima vršnjačkog nasilja. Uz analizu temeljnih odrednica kompetentnosti utvrđeno je da će učitelji koji su kompetentniji procjenjivati nasilje ozbiljnije od svojih manje kompetentnih kolega, a oni koji nasilje percipiraju ozbiljnije češće će i intervenirati. Rezultati pokazuju da kompetentnost ima značajnu prediktivnu ulogu u predviđanju intervencija, a u tom odnosu ozbiljnost nasilja ima moderatorski efekt. Najnižu vjerojatnost intervencije imaju učitelji s niskom kompetentnosti i niskom percepcijom ozbiljnosti nasilja, a najvišu vjerojatnost intervencije imaju učitelji koji imaju visoke razine kompetentnosti i procjenjuju nasilje ozbiljnim. Uz temeljno određenje kompetentnosti, ovaj rad nudi i relevantne smjernice za edukaciju učitelja. In recent times, teachers are considered to play a key role in dealing with the problem of peer violence and their competence is very important for quality interventions. The aim of this study was to examine the relationship between competence and perceived severity of a violent situation in predicting teacher intervention in cases of peer violence. The research was conducted on a nationally representative sample (N = 639) of primary school teachers in the Republic of Croatia, average age 43 years (SD = 10,599). In addition to the socio-demographic characteristics questionnaire, data was collected via Vignettes and the Self- Assessment Competence Scale for Teachers’ Work on Peer Violence Problems. In addition to the analysis of the basic determinants of competence, it was found that teachers who are more competent will assess violence somewhat more seriously than their less competent colleagues, and those who perceive violence more seriously will also intervene more often. The results show that competence has a significant predictive role in predicting interventions, and in this respect the severity of violence has a moderating effect. Teachers with low competence and low perception of the severity of violence have the lowest probability of intervention, and teachers with high levels of competence who assess violence as serious have the highest probability of intervention.