Prevencia a riešenie kyberšikanovania z aspektu pedagogických a odborných zamestnancov v školách
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Dátum
2025
Autori
Názov časopisu
ISSN časopisu
Názov zväzku
Vydavateľ
Univerzita Pavla Jozefa Šafárika v Košiciach
ISBN
978-80-574-0489-7
ISSN
Abstrakt
The aim of this paper is to analyze the possibilities for preventing and addressing cyberbullying in the school environment from the perspective of teaching and professional staff. Data collection within the framework of empirical research took place in spring 2025 through an online questionnaire conducted in primary and secondary schools across the entire territory of the Slovak Republic. To identify the forms and focus of cyberbullying prevention, we used custom-designed scales. To monitor the approaches of teaching and professional staff in dealing with cyberbullying, we applied a modified version of the Handling Bullying Questionnaire (Bauman et al., 2008). A total of 210 school-based prevention actors participated in the research, including 162 teaching staff and 48 professional staff members. Based on the mean score values, the most frequently applied forms of cyberbullying prevention were identified. Among teaching staff, prevention was most commonly implemented through regular instruction (AM = 2,8), while among professional staff, it was the implementation of prevention projects (AM = 3,3) and lectures (AM = 3,1). The most frequently addressed thematic areas in prevention by teaching staff were: the importance and principles of respectful online behavior (AM = 3,8), and fostering prosocial behavior among pupils (AM = 3,3). Among professional staff, the leading thematic areas focused on developing empathy (AM = 3,9) and fostering prosocial behavior among pupils (M = 3,8). When analyzing approaches to addressing cyberbullying, we identified statistically significant differences between teaching and professional staff in two dimensions: working with the victim (p = 0,044) and indifference (p = 0,033). We also identified a significant difference in the indifference dimension among teaching staff depending on the type of school (p = 0,010), with higher scores recorded among those working in secondary schools.
Popis
In: FutureTeach 2025: Vzdelávanie učiteľov v 21. storočí : zborník príspevkov z medzinárodnej vedeckej konferencie, 11. september 2025 / rec. Mária Ganajová, Janka Ferencová. 1. vyd. Košice : Univerzita Pavla Jozefa Šafárika v Košiciach, 2025. ISBN 978-80-574-0489-7. S. 31-43.
Kľúčové slová
kyberšikanovanie, kyberšikana, elektronické šikanovanie, cyberbullying, electronic bullying, škola, school, prevencia, prevention, riešenie
Výstup z projektu
KEGA 021UMB-4/2025 Profylaktické aspekty šikanovania v edukačnej praxi
Citácia
Práva a licenčné podmienky
CC BY-NC-SA Creative Commons Attribution-NonCommercial-ShareAlike 4.0. International
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess