تازہ ترین جلد
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.