Monitoring Elementary School Teachers’ Approaches to Handling Bullying Among Students

• Authors: Michal Novocký , Mário Dulovics , Štefan Petrík

Abstracts

EN

The aim of the study was to map teachers’ preferred approaches to handling bullying among students. The scaled Handling Bullying Questionnaire (Bauman et al., 2008) was used. The structure of the research tool was determined using exploratory factor analysis indicating the existence of 5 dimensions. The good fit of the model to the actual data was verified using confirmatory factor analysis returning very good values of the good fit indices (CFI, TLI, RMSEA, SRMR, GFI). 696 teachers of the elementary school second level participated in the research. Their mean age was 46.53 years (SD = 9.34) and the mean length of their experience was 21.10 years (SD = 10.44). Male teachers scored statistically significantly higher on the dimension „Disciplining the bully“; teachers who had obtained their qualification through a supplementary pedagogical study scored statistically significantly lower on the dimension „Ignoring the incident“ and higher on the dimensions „Enlisting other adults“ and „Disciplining the bully“; class teachers scored statistically significantly higher on the dimension „Working with the bully“; teachers having received anti-bullying training within their continuing education scored statistically significantly higher on the dimensions „Working with the bully“ and „Enlisting other adults“; teachers with functions aimed at sorting out students’ problem behaviour scored the lowest on the dimension „Ignoring the incident“. Neglectful and weak effects were identified of the differences in resulting values. Also, a weak direct dependence appeared between working with the bully as the preferred approach and the length of teachers’ experience.

Keywords

EN

bullying; teacher; intervention; elementary school

• Publisher: Wydawnictwo Adam Marszałek
• Journal: The New Educational Review
• Year: 2021
• Volume: 65
• Pages: 213-223

Dates

published

2021

Contributors

author

Michal Novocký

• Pavol Jozef Šafárik University in Košice

author

Mário Dulovics

• Matej Bel University in Banská Bystrica

author

Štefan Petrík

• Methodological and Pedagogical Centre

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Identifiers

DOI

10.15804/tner.21.65.3.17

Biblioteka Nauki

1964299