چکیده:
Purpose: The initiation of anti-bullying movements in school’s dates back to nearly three decades ago in some countries. Despite the importance of such a movement and its grave implications for education systems, no particular program or action has been organized in our country. Materials and Method: The present study presents a cross-sectional descriptive survey to assess the attitudes of primary school teachers and staff towards bullying. The self-administered questionnaire explored attitude towards bullying in 207 teachers and 73 administrative staff of 25 schools in the city of Bojnourd using stage cluster sampling. Findings: The results of independent t-test demonstrated that the attitude toward bullying was not significantly different in male and female subjects with respect to the variables of years of service and administrative position, though women tended to hold a stronger attitude compared to men in this respect (t=2.04 and p˂0.04). The results showed that school staff and teachers, whether those with less than five years of service or those who had hold their job for more than twenty years were not sufficiently aware of the sensitivity of the case of bullying and the skills required to handle this issue. Discussion: Therefore, it seems that organizing workshops and training courses on the issue of bullying for target groups are necessary and inevitable
Article history:
Received date: 28 August, 2016
Review date: 7 October 2016
Accepted date:25 October 2016
Printed online:1 September
Purpose: The initiation of anti-bullying movements in school’s dates back to nearly three decades ago in some countries. Despite the importance of such a movement and its grave implications for education systems, no particular program or action has been organized in our country. Materials and Method: The present study presents a cross-sectional descriptive survey to assess the attitudes of primary school teachers and staff towards bullying. The self-administered questionnaire explored attitude towards bullying in 207 teachers and 73 administrative staff of 25 schools in the city of Bojnourd using stage cluster sampling. Findings: The results of independent t-test demonstrated that the attitude toward bullying was not significantly different in male and female subjects with respect to the variables of years of service and administrative position, though women tended to hold a stronger attitude compared to men in this respect (t=2.04 and p˂0.04). The results showed that school staff and teachers, whether those with less than five years of service or those who had hold their job for more than twenty years were not sufficiently aware of the sensitivity of the case of bullying and the skills required to handle this issue. Discussion: Therefore, it seems that organizing workshops and training courses on the issue of bullying for target groups are necessary and inevitable.
خلاصه ماشینی:
ir/ Interdisciplinary Journal of Education Volume 1, Number 1 (26-34), 2016 / Investigating the Attitudes of Primary School Teachers and Staff toward Bullying Hossein Eskandari1*, Habib-o Allah Kolahderazi2 1 Assistant professor of Philosophy of Education, University of Bojnourd, Bojnourd, Northern Khorasan, Iran 2 M.
A student of consulting, Allame Tabatabaii University, Tehran, Iran / / Article history: Received date: 28 August, 2016 Review date: 7 October 2016 Accepted date:25 October 2016 Printed online:1 September Keywords: Bullying, Primary Schools, Teachers' Attitudes, Knowledge, Feelings, Behaviour Abstract Purpose: The initiation of anti-bullying movements in school’s dates back to nearly three decades ago in some countries.
Findings: The results of independent t-test demonstrated that the attitude toward bullying was not significantly different in male and female subjects with respect to the variables of years of service and administrative position, though women tended to hold a stronger attitude compared to men in this respect (t=2.
This study 25 seeks to evaluate the attitude of schools (knowledge, attitude and behavior of teachers and administrative staff) towards the bullying issue.
Similarly, the number of publications since then has been insignificant (Razi Moradi, Etemadi & Naeem Abadi, 2010, Moghtadaei et al, 2011; Mansourinejad, Behrouzi & Shahni Yeylagh, 2015, Staki Azadi, & Amiri, 2012; Pourseyedi et al, 2012; Chalmeh, 2013; Rezapour, Sourian & Khodakarim, 2013; Beyrami & Alaei, 2013, Qamari Giv et al, 2013).
The 15-item questionnaire evaluated three dimensions of knowledge, feelings and behavior and provided an overall score that reflected the attitudes of teachers and administrative staff to the bullying issue at schools.