Teachers’ Perceptions and Position Regarding the Problem of Bullying and Its Socio-Educational Prevention
The problems that arise with coexistence between schoolchildren are a challenge when it comes to carrying out the teaching–learning process. In recent years, the presence of bullying has increased in schools. The aim of this study is to identify the perceptions of teachers regarding the problems of...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2024-03-01
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| Series: | Behavioral Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2076-328X/14/3/229 |
| _version_ | 1797242082416394240 |
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| author | Sara Martínez-Carrera Cristina Sánchez-Martínez Isabel Martínez-Carrera Miguel Ángel Díaz Dieguez |
| author_facet | Sara Martínez-Carrera Cristina Sánchez-Martínez Isabel Martínez-Carrera Miguel Ángel Díaz Dieguez |
| author_sort | Sara Martínez-Carrera |
| collection | DOAJ |
| description | The problems that arise with coexistence between schoolchildren are a challenge when it comes to carrying out the teaching–learning process. In recent years, the presence of bullying has increased in schools. The aim of this study is to identify the perceptions of teachers regarding the problems of coexistence among schoolchildren, more specifically concerning bullying, as well as to identify their position regarding the prevention of bullying. Research was carried out using a mixed approach. A total of 225 education professionals from different schools in Spain took part. From the results and our conclusions, it should be noted that teachers consider themselves to have a high level of knowledge of the essential characteristics of the dynamics of bullying, of the actors involved, and of some preventive measures that can be carried out to avoid this type of behaviour as much as possible. On the other hand, a large number of teachers downplay the importance of the problem of coexistence in their fields, and/or are not able to identify it, which makes it impossible to act. Some schools hardly carry out any prevention work, which makes it difficult to eradicate bullying. |
| first_indexed | 2024-04-24T18:33:34Z |
| format | Article |
| id | doaj.art-9a61816e6e9c4af7be40b8ff7a9070a1 |
| institution | Directory Open Access Journal |
| issn | 2076-328X |
| language | English |
| last_indexed | 2024-04-24T18:33:34Z |
| publishDate | 2024-03-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Behavioral Sciences |
| spelling | doaj.art-9a61816e6e9c4af7be40b8ff7a9070a12024-03-27T13:21:34ZengMDPI AGBehavioral Sciences2076-328X2024-03-0114322910.3390/bs14030229Teachers’ Perceptions and Position Regarding the Problem of Bullying and Its Socio-Educational PreventionSara Martínez-Carrera0Cristina Sánchez-Martínez1Isabel Martínez-Carrera2Miguel Ángel Díaz Dieguez3Didactic and School Organization Department, CEU Escuela Universitaria de Magisterio, 36214 Vigo, SpainDidactic and School Organization Department, Universidade de Vigo, 32004 Ourense, SpainDidactic and School Organization Department, Universidade de Vigo, 32004 Ourense, SpainIndependent Researcher, 11130 Cádiz, SpainThe problems that arise with coexistence between schoolchildren are a challenge when it comes to carrying out the teaching–learning process. In recent years, the presence of bullying has increased in schools. The aim of this study is to identify the perceptions of teachers regarding the problems of coexistence among schoolchildren, more specifically concerning bullying, as well as to identify their position regarding the prevention of bullying. Research was carried out using a mixed approach. A total of 225 education professionals from different schools in Spain took part. From the results and our conclusions, it should be noted that teachers consider themselves to have a high level of knowledge of the essential characteristics of the dynamics of bullying, of the actors involved, and of some preventive measures that can be carried out to avoid this type of behaviour as much as possible. On the other hand, a large number of teachers downplay the importance of the problem of coexistence in their fields, and/or are not able to identify it, which makes it impossible to act. Some schools hardly carry out any prevention work, which makes it difficult to eradicate bullying.https://www.mdpi.com/2076-328X/14/3/229social behaviours at schoollearning behavioursteacher behavioursbullyingpreventioneducation |
| spellingShingle | Sara Martínez-Carrera Cristina Sánchez-Martínez Isabel Martínez-Carrera Miguel Ángel Díaz Dieguez Teachers’ Perceptions and Position Regarding the Problem of Bullying and Its Socio-Educational Prevention Behavioral Sciences social behaviours at school learning behaviours teacher behaviours bullying prevention education |
| title | Teachers’ Perceptions and Position Regarding the Problem of Bullying and Its Socio-Educational Prevention |
| title_full | Teachers’ Perceptions and Position Regarding the Problem of Bullying and Its Socio-Educational Prevention |
| title_fullStr | Teachers’ Perceptions and Position Regarding the Problem of Bullying and Its Socio-Educational Prevention |
| title_full_unstemmed | Teachers’ Perceptions and Position Regarding the Problem of Bullying and Its Socio-Educational Prevention |
| title_short | Teachers’ Perceptions and Position Regarding the Problem of Bullying and Its Socio-Educational Prevention |
| title_sort | teachers perceptions and position regarding the problem of bullying and its socio educational prevention |
| topic | social behaviours at school learning behaviours teacher behaviours bullying prevention education |
| url | https://www.mdpi.com/2076-328X/14/3/229 |
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