Affiliation:
1. University of Niš, Faculty of Philosophy, Department of Pedagogy, Niš, Srbija
Abstract
Bullying prevention is a significant aspect of the educational work in
schools. In order to reduce the prevalence of bullying in schools, it is
necessary to simultaneously implement various measures and activities within
the school context. Teachers play a crucial role in this regard, as the
effectiveness of bullying prevention largely depends on their attitudes and
behaviors. The aim of this study was to determine the beliefs of teachers
regarding school bullying prevention programs. It was hypothesized that
teachers consider prevention and intervention equally important in reducing
the incidence of bullying among students; that they believe current school
prevention programs do not yield positive results and require more frequent
revision, and that there are no statistically significant differences in the
responses of participants based on school type and length of teaching
experience. Our research findings support the first hypothesis, while the
second and third hypotheses are only partially confirmed. The results of
this study are significant for considering possibilities to enhance the
school?s work in bullying prevention through the development of teacher
competencies as key actors.
Funder
Ministry of Education, Science and Technological Development of the Republic of Serbia
Publisher
National Library of Serbia
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