نوع مقاله : مقاله پژوهشی انگلیسی
نویسندگان
1 دانشگاه اراک
2 دانشگاه اصفهان
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Bullying and cyberbullying have been and continue to be critical issues in school environments, with great ramifications regarding the mental health, academic achievement and social growth of students. Although teachers are an important aspect in dealing with such behaviors, they might not always be able to intervene depending on the kind of bullying. The study is a mixed-methods research exploring the attitudes of teachers towards traditional bullying and cyber bullying with regard to the effect of the nature of bullying in determining the likelihood of intervention. Semi-structured interviews with 100 student teachers in Isfahan, Iran, were analyzed as qualitative data and have found that there are numerous types of bullying behaviors, including traditional (e.g., physical, verbal, sexual) and cyberbullying (e.g., content creation, spreading rumors). The quantitative results in a vignette based questionnaire showed that teachers were more apt to interfere with more obvious forms of bullying which included sexual harassment compared to less obvious forms, which include academic bullying. Gender variations also arose wherein the female teachers were more likely to intervene in racial-cultural and cyber bullying situations. The intervention speed and nature was also varied with the most frequent reaction being the private warnings. These results emphasize the necessity of special professional training to raise the confidence and effectiveness of teachers in dealing with traditional and cyberbullying, especially with the development of digital aggression. The researchers emphasize the effectiveness of anti-bullying policies and gender-sensitive training, which is essential in providing inappropriate responses to all forms of bullying.
کلیدواژهها [English]
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