Unit:
Speciality Social Neuroscience, Social Pedagogy and EducationLibrary of the School of Education
Author:
Dimitropoulou Evangelia
Supervisors info:
Κουκουνάρας- Λιάγκης Μάριος, Αναπληρωτής Καθηγητής, Τμήμα Θεολογίας, Ε.Κ.Π.Α.
Μυλωνάκου – Κεκέ Ηρώ, Καθηγήτρια Κοινωνικής Παιδαγωγικής, Π.Τ.Δ.Ε., Ε.Κ.Π.Α.
Bουδούρη Αγγελική, Καθηγήτρια Στατιστικής - Πληροφορικά Συστήματα Διαχείρισης Κινδύνου στην Εκπαίδευση, Π.Τ.Δ.Ε., Ε.Κ.Π.Α.
Original Title:
Στάσεις και αντιλήψεις των εκπαιδευτικών Πρωτοβάθμιας Εκπαίδευσης για τον ενδοσχολικό εκφοβισμό και την αντιμετώπισή του και η σχέση τους με τις γνώσεις τους για θέματα Ψυχικής Υγείας των μαθητών/-τριών
Translated title:
Attitudes and perceptions of primary school teachers about bullying and its treatment and their relationship with their knowledge of students' mental health issues
Summary:
In this thesis, the attitudes and perceptions of primary school teachers about bullying and its treatment and their relationship with their knowledge of students' mental health issues are studied. The research was preceded by a literature review on the phenomenon of bullying, students' mental health issues, the relationship between the two, and the role of teachers in preventing and addressing them. For the research process, a research tool in the form of a questionnaire was constructed in order to examine teachers' attitudes and perceptions regarding bullying, their responsibility in dealing with it, the adequacy of their knowledge regarding mental health issues of students and the possible correlation of this knowledge with their assumption of responsibility for dealing with the phenomenon.
The survey involved 336 primary school teachers of all disciplines, the majority of whom were teachers of a primary school class. The findings of the survey revealed that teachers do not consider bullying as a normal part of students' development and believe that children who are bullied by other children at school should receive help from adults. Furthermore, they agree that it is their responsibility to prevent bullying incidents in school and during break time, but not outside school, and stress the need to provide appropriate training for them to prevent and deal with such incidents more effectively. In addition, regarding their awareness of mental health issues, their responses showed that they converge on being somewhat informed. Finally, it was observed that teachers who were more informed about these issues were more likely to take responsibility for addressing bullying.
Main subject category:
Education - Sport science
Keywords:
in-school bullying, socio-pedagogical issue, mental health, teachers’ attitudes, teachers’ responsibility
Number of references:
172
