تازہ ترین جلد
تلخیص
Teachers’ perception about bullying, embedded in bullying knowledge and
his/her perceived contributing factors, influences the mechanism of choosing
and practicing appropriate intervention strategies to handle school bullying.
The major purpose of the current paper was to explore the contributing
factors of school bullying perceived by teachers which may significantly
determine the bullying incidences in public elementary schools. To achieve
this purpose, survey research design (quantitative) was adopted. Total 300
elementary teachers from 60 elementary schools were selected through
stratified sampling technique from three randomly selected tehsils of
Sargodha district. Data was collected through self-developed instrument.
Results revealed that teachers’ perception about the seriousness of bullying is
strongly associated with their knowledge of bullying. Further, teachers were
found in favour of multiple constructive intervention strategies instead of
corporal punishment to handle bullying issues. In addition, female teachers
reported significantly more knowledge of school bullying than male teachers
(t = 3.378, p < .01). Further, teaching experience and tehsils were also found
significantly different. Concerning contributing factors, results showed that
classroom management (bCM = .232, p < .001), conducive learning
environment (bCLM = 1.413, p < .001) and fair environment (bCFE = .127, p <
.01) significantly reduce the bullying incidents in school. Moreover, father’s
support, parents’ interrelationship positively reduces the chance of a child to
be victim of school bullying (F 6, 273 = 5.679, p < .001) and to be bully (F6,
274 = 14.327, p < .001). Thus, by introducing a conducive learning
environment with constructive classroom management in schools and
parents’ positive support in homes, school bullying can be minimized.
Nargis Abbas, Uzma Ashiq, Mateen Iqbal. (2020) Teachers’ Perceived Contributing Factors of School Bullying in Public Elementary Schools, Journal of Educational Research, Volume 23, Issue 1.
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