Specifics of Cyberbullying of Teachers in Czech Schools - A National Research

Kopecký, Kamil; Szotkowski, René

doi:10.15388/infedu.2017.06

Cited by 28 publications

(24 citation statements)

References 11 publications

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“…A review of the literature (Espelage et al, 2013) and several more recent studies (e.g., Kapa, Luke, Mouthrop, & Gimbert, 2018;Kopecky & Szotkowski, 2017) indicate that the prevalence of teachers' victimization is not negligible, and such victimization has a detrimental impact on the well-being and performance in school of teachers who are victims of student threats (Dzuka & Dalbert, 2007). Given the wide range of definitions, methodologies, and samples used, it is not surprising that there are multiple estimates of the prevalence of teacher victimization.…”

Section: Students Victimizing Teachersmentioning

confidence: 99%

Victimization of teachers by students in Israel and in Chile and its relations with teachers’ victimization of students

Benbenishty

Astor

López

et al. 2018

Aggressive Behavior

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Although in recent years there has been a growing interest in victimization of teachers by their students (student-to-teacher victimization), it is not discussed in relation to students' victimization by their teachers (teacher-to-student victimization) across cultures. This study used a cross-cultural comparative design to examine the prevalence of students' reports of student-to-teacher and teacher-to-student victimization and the correlations between them, both at the student and the school levels. It compares the patterns of findings among Jewish and Arab students in Israel and a sample of Chilean students. A nationally representative student sample in Israel (N = 24,243 students from 474 schools) and a Chilean purposeful sample (N = 24,243 students from 37 schools) answered questions regarding being victimized by teachers, and victimizing their teachers. Four cultural groups were compared: Jewish secular, Jewish religious, Arab, and Chilean students. Findings indicate that students reported that they victimized their teachers more verbally than physically. They also reported being victimized by their teachers, more verbally and less physically and sexually. These patterns were quite similar across the cultural groups, although there were significant differences between them in the prevalence of student-to-teacher and teacher-to-student victimization. The two types of victimization were associated: students who reported being victimized by teachers also tended to report that they victimized teachers, and schools in which teacher-to-student victimization was more prevalent were also schools in which student-to-teacher victimization tended to be more frequent. We discuss these findings both theoretically and regarding their implications for policy and practice.

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Section: Students Victimizing Teachersmentioning

confidence: 99%

Victimization of teachers by students in Israel and in Chile and its relations with teachers’ victimization of students

Benbenishty

Astor

López

et al. 2018

Aggressive Behavior

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“…Previous research (Kopecký & Szotkowski, 2017a;NASUWT, 2013;Phippen, 2011) indicates that a significant number of teachers have been exposed to cyberbullying. For example, in an empirical study conducted in the UK (N = 377), almost 36% of the educational professionals (i.e.…”

Section: Discussionmentioning

confidence: 99%

“…Näiteks Suurbritannia õpetajate küberkiusamiskogemusi kaardistanud uuringu (N = 1522) tulemuste kohaselt oli 61,2% uuringus osalenutest saanud viimase kahe aasta jooksul solvavaid kommentaare (nt Facebooki gruppides ja vestlustes); 38,1% oli kogenud õpetaja kompetentsi ja käitumist puudutavaid märkusi ning 9,1% süüdistatud õpilastega kohatus käitu mises (NASUWT, 2013). Tšehhi õpetajate uuringust (Kopecký & Szotkowski, 2017a) ilmnes, et laialt levinud on alandused, laim ja naeruvääristamised, kuid ka libakontode ja vihagruppide loomine, ähvardused ning alandavate piltide levitamine.…”

Section: õPetajate Küberkiusamine: Empiirilised Uuringudunclassified

“…Rahvusvahelistest uuringutest (Kopecký & Szotkowski, 2017a;NASUWT, 2013;Phippen, 2011) nähtub, et küberkiusamisega, peamiselt just õpilas(t)e poolt, on kokku puutunud arvestatav hulk õpetajatest. Olgugi et küberkiusamise probleemi tõsidusele on tähelepanu juhtinud mitu autorit (Eden, Heiman, & Olenik-Shemesh, 2013, lk 1040Kyriacou & Zuin, 2016, lk 259) ning ka küberkiusamisega kaasneda võivate tagajärgede valulikkust on uuringutes (Davenport, 2014;Kopecký & Szotkowski, 2017b; NASUWT, 2013) esile toodud, leidub endiselt üsna vähe empiirilisi uuringuid, mis oleks õpetajate küberkiusamise teema fookusesse võtnud.…”

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“…Olgugi et küberkiusamise probleemi tõsidusele on tähelepanu juhtinud mitu autorit (Eden, Heiman, & Olenik-Shemesh, 2013, lk 1040Kyriacou & Zuin, 2016, lk 259) ning ka küberkiusamisega kaasneda võivate tagajärgede valulikkust on uuringutes (Davenport, 2014;Kopecký & Szotkowski, 2017b; NASUWT, 2013) esile toodud, leidub endiselt üsna vähe empiirilisi uuringuid, mis oleks õpetajate küberkiusamise teema fookusesse võtnud. Ilmunud uuringud on peamiselt kvanti tatiivsed (vt Kopecký & Szotkowski, 2017a;NASUWT, 2013;Ontario College of Teachers, 2007;Phippen, 2011), seevastu kvalitatiivseid uuringuid, mis aitaksid vahetult avada õpetajate kogemuste sisu ja olemust, on teaduskirjanduses ilmunud veel napilt (Kyriacou & Zuin, 2016).…”

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Õpetajate küberkiusamine ja võimalikud sekkumised koolis: õpilastepoolset küberkiusamist kogenud õpetajate vaade

Jürisaar¹,

Siibak²

2020

EHA

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Artikli eesmärk on analüüsida õpilastepoolset küberkiusamist kogenud Eesti üldhariduskooli õpetajate (N = 14) arvamusi ja kogemusi ning uurida, milliseid koolipoolseid sekkumisvõimalusi õpetajad selliste küberkiusamise juhtumite lahendamiseks näevad. Poolstruktureeritud individuaalintervjuu meetodil otsiti vastuseid järgmistele uurimisküsimustele: 1) milliste õpilastepoolsete küberkiusamise liikidega on õpetajad kokku puutunud; 2) kuidas võiks kool õpetajate küberkiusamisjuhtumitesse sekkuda. Intervjueeritud õpetajad olid peamiselt kokku puutunud viie küberkiusamise liigiga: 1) töödeldud fotod; 2) kirjad ja sõnumid; 3) laim ja valeinfo jagamine; 4) jälitamine ja ahistamine veebis; 5) kellegi teise nime all esinemine. Küberkiusamist kogenud õpetaja turvatunde loomise ja juhtumi efektiivse lahendamise eesmärgil peeti oluliseks õpetajate küberkiusamist taunivate meetmete sätestamist kooli regulatsioonides, toetavate juhendmaterjalide loomist, koolipere harimist küberkiusamise vallas ning psühholoogilise ja tehnilise nõustamise tagamist. Summary

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The burnout experience among teachers: A profile analysis

Mota

Lopes

Oliveira

2023

Psychology in the Schools

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The burnout syndrome is a public health problem and is considered a subjective experience, which depends on the interpretation and evaluation individuals make of their work. In the educational context, the causes and consequences of burnout in teachers are multiple. The aim of this study is to explore the profiles of teachers with burnout and teachers without burnout in terms of (i) cognitive appraisal, (ii) perceived organizational justice, (iii) perception of administrative tasks, (iv) perception of students' misbehavior, and (v) perceived impact of parents' role on teachers' well‐being. A total of 1878 Portuguese teachers from primary to secondary education, 81% women and 19% men, aged between 23 and 66 years (M = 48; SD = 7.67) participated in this study. The results indicate statistically significant differences between teachers with and without burnout, although the two groups show an identical response pattern (i.e., parallel). The results also suggest that administrative tasks, distributive justice of rewards, students' misbehavior, and parents, negatively impact the teachers' well‐being, regardless of whether they are burned out or not. The threat and challenge perceptions are the variables with the most accentuated average differences between teachers of the two groups.

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Specifics of Cyberbullying of Teachers in Czech Schools - A National Research

Cited by 28 publications

References 11 publications

Victimization of teachers by students in Israel and in Chile and its relations with teachers’ victimization of students

Victimization of teachers by students in Israel and in Chile and its relations with teachers’ victimization of students

Õpetajate küberkiusamine ja võimalikud sekkumised koolis: õpilastepoolset küberkiusamist kogenud õpetajate vaade

The burnout experience among teachers: A profile analysis

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