Teachers in front of school bullying and cyberbullying

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Published: Aug 13, 2019
DOI: https://doi.org/10.17060/ijodaep.2019.n1.v3.1515
Keywords:
bullying cyberbullying teachers prevention reduction actions

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Francesc Sidera
Universitat de Girona
Carles Rostan
Universitat de Girona
Elisabet Serrat
Universitat de Girona
Robinson Ortiz
Universitat de Girona

Abstract

The objective of this study is to learn about the point of view and behavior of teachers of nursery school and primary education in situations of bullying. A total of 220 teachers participated in the study (182 women and 38 men; average age = 42.24 years) responding to an online questionnaire about some aspects related to bullying. The results show that only 24.1% consider themselves prepared to face situations of bullying or cyberbullying. In addition, a 45.2% of the teachers say they have observed situations of bullying or cyberbullying in their classrooms. In these cases, the actions they carry out most often involve talking with the aggressor and the victim, with classmates, with the school management team and with the families of the aggressor and of the victim. The least frequent behaviors involves punishing the aggressor and talking with the other professionals who work in the center, such as the psychologist. Finally, teachers believe that the actions that would most help to prevent and reduce bullying and cyberbullying are: raising awareness about the consequences of bullying, encouraging students to report bullying situations, implement adequate programs and protocols, and training teachers and families. These results are discussed in the framework of other studies focused on the perception and actions of teachers in situations of bullying and cyberbullying, and on research about the most effective practices for their prevention and reduction.

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How to Cite
Sidera, F., Rostan, C., Serrat, E., & Ortiz, R. (2019). Teachers in front of school bullying and cyberbullying. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 3(1), 421–434. https://doi.org/10.17060/ijodaep.2019.n1.v3.1515
Issue
Vol. 3 No. 1 (2019): Educational Psychology and Primary Knowledge
Section
Articles
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