BELIEFS, SELF-EFFECTIVENESS AND STRATEGIES OF TEACHERS FACING BULLYING

Detalhes bibliográficos
Autor(a) principal: Luna, Geisy Lanne Muniz
Data de Publicação: 2021
Outros Autores: Stelko-Pereira, Ana Carina, Alves, Dayse Lorrane Gonçalves, Silva, Steffany Rocha da, Nunes, Bruna Rodrigues
Tipo de documento: preprint
Idioma: por
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/2639
Resumo: This study identified and related violence involving students and teachers, teachers bullying intervention strategies, and their beliefs and perception of self-efficacy to intervene in this problem. With a descriptive and analytical approach, a cross-sectional study was carried out in 2018 with 46 teachers from Guaiúba, Ceará. Three questionnaires were applied. There is a significant prevalence of violence in school environments, with a predominance of indirect and verbal violence regarding aggression from students to teachers. The strategies to draw attention, discuss possible solutions with the class, and comfort the student are more frequent when the problem occurs in the classroom than in the schoolyard. Teachers who were perpetrators of bullying in childhood agree more with normative (p=0,04) and learning beliefs (p=0,03), while teachers who were victims believe that avoidance strategies are inadequate (p=0,02). Therefore, it is necessary to identify teachers' perceptions, beliefs, and history of bullying involvement to build more effective programs to combat school violence.
id SCI-1_260bf624bc2405683fd1460f7b71a91c
oai_identifier_str oai:ops.preprints.scielo.org:preprint/2639
network_acronym_str SCI-1
network_name_str SciELO Preprints
repository_id_str
spelling BELIEFS, SELF-EFFECTIVENESS AND STRATEGIES OF TEACHERS FACING BULLYINGCREENCIAS, AUTOEFICACIA Y ESTRATEGIAS DE LOS PROFESORES ANTE EL ACOSO ESCOLAR CRENÇAS, AUTOEFICÁCIA E ESTRATÉGIAS DE PROFESSORES DIANTE DO BULLYINGviolênciabullyingprofessoresestudantesestratégiasviolencebullyingteachersstudentsstrategiesviolenciaacoso escolarprofesoresestudiantesestrategiasThis study identified and related violence involving students and teachers, teachers bullying intervention strategies, and their beliefs and perception of self-efficacy to intervene in this problem. With a descriptive and analytical approach, a cross-sectional study was carried out in 2018 with 46 teachers from Guaiúba, Ceará. Three questionnaires were applied. There is a significant prevalence of violence in school environments, with a predominance of indirect and verbal violence regarding aggression from students to teachers. The strategies to draw attention, discuss possible solutions with the class, and comfort the student are more frequent when the problem occurs in the classroom than in the schoolyard. Teachers who were perpetrators of bullying in childhood agree more with normative (p=0,04) and learning beliefs (p=0,03), while teachers who were victims believe that avoidance strategies are inadequate (p=0,02). Therefore, it is necessary to identify teachers' perceptions, beliefs, and history of bullying involvement to build more effective programs to combat school violence.Este estudio buscó identificar y relacionar las ocurrencias de violencia que involucran a estudiantes y profesores, las estrategias utilizadas por los profesores para enfrentar el bullying y sus creencias y percepción de autoeficacia para intervenir en este problema. Estudio transversal, con enfoque descriptivo y analítico, realizado en 2018 con 46 profesores de Guaiúba, Ceará. Se aplicaron tres cuestionarios. Se identificó que hay una prevalencia significativa de la violencia en los entornos escolares, con un predominio de la violencia indirecta y verbal cuando se trata de agresiones de los alumnos a los profesores. Se observó que las estrategias de llamar la atención, discutir las posibles soluciones con la clase y consolar a los alumnos son más frecuentes cuando el problema se produce en la clase. Los profesores que fueron autores de acoso en la infancia están más de acuerdo con las creencias relacionadas con la normativa (p=0,04) y el aprendizaje (p=0,03), mientras que los profesores que fueron víctimas creen que las estrategias de evitación son inadecuadas (p=0,02). Por lo tanto, es necesario identificar las percepciones, las creencias y el historial de participación de los profesores en el acoso escolar para crear programas más eficaces para abordar la violencia escolar.Buscou-se identificar e relacionar as ocorrências de violência que envolvem estudantes e professores, as estratégias utilizadas por esses professores para o enfrentamento do bullying e as suas crenças e percepção de autoeficácia para intervir nesse problema. Estudo transversal, com abordagem descritiva e analítica, realizado em 2018, com 46 professores de Guaiúba, Ceará. Foram aplicados três questionários. Identificou-se que existe prevalência significativa de violências nos ambientes das escolas, com predominância de violência indireta e verbal quando se trata de agressões de alunos a professores. Notou-se que as estratégias de chamar atenção, discutir com a turma possíveis soluções e confortar o aluno são mais frequentes quando o problema ocorre na sala de aula. Professores que foram autores de bullying na infância concordam mais com crenças normativas (p=0,04) e de aprendizagem (p=0,03), enquanto professores que foram vítimas acreditam que as estratégias de esquiva são inadequadas (p=0,02). Portanto, é necessária a identificação das percepções, crenças e do histórico de envolvimento em bullying de professores para a construção de programas mais eficazes de enfrentamento da violência escolar.SciELO PreprintsSciELO PreprintsSciELO Preprints2021-07-21info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/263910.1590/SciELOPreprints.2639porhttps://preprints.scielo.org/index.php/scielo/article/view/2639/4609Copyright (c) 2021 Geisy Lanne Muniz Luna, Ana Carina Stelko-Pereira, Dayse Lorrane Gonçalves Alves, Steffany Rocha da Silva, Bruna Rodrigues Nuneshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessLuna, Geisy Lanne MunizStelko-Pereira, Ana CarinaAlves, Dayse Lorrane GonçalvesSilva, Steffany Rocha daNunes, Bruna Rodriguesreponame:SciELO Preprintsinstname:SciELOinstacron:SCI2021-07-12T21:02:48Zoai:ops.preprints.scielo.org:preprint/2639Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2021-07-12T21:02:48SciELO Preprints - SciELOfalse
dc.title.none.fl_str_mv BELIEFS, SELF-EFFECTIVENESS AND STRATEGIES OF TEACHERS FACING BULLYING
CREENCIAS, AUTOEFICACIA Y ESTRATEGIAS DE LOS PROFESORES ANTE EL ACOSO ESCOLAR
CRENÇAS, AUTOEFICÁCIA E ESTRATÉGIAS DE PROFESSORES DIANTE DO BULLYING
title BELIEFS, SELF-EFFECTIVENESS AND STRATEGIES OF TEACHERS FACING BULLYING
spellingShingle BELIEFS, SELF-EFFECTIVENESS AND STRATEGIES OF TEACHERS FACING BULLYING
Luna, Geisy Lanne Muniz
violência
bullying
professores
estudantes
estratégias
violence
bullying
teachers
students
strategies
violencia
acoso escolar
profesores
estudiantes
estrategias
title_short BELIEFS, SELF-EFFECTIVENESS AND STRATEGIES OF TEACHERS FACING BULLYING
title_full BELIEFS, SELF-EFFECTIVENESS AND STRATEGIES OF TEACHERS FACING BULLYING
title_fullStr BELIEFS, SELF-EFFECTIVENESS AND STRATEGIES OF TEACHERS FACING BULLYING
title_full_unstemmed BELIEFS, SELF-EFFECTIVENESS AND STRATEGIES OF TEACHERS FACING BULLYING
title_sort BELIEFS, SELF-EFFECTIVENESS AND STRATEGIES OF TEACHERS FACING BULLYING
author Luna, Geisy Lanne Muniz
author_facet Luna, Geisy Lanne Muniz
Stelko-Pereira, Ana Carina
Alves, Dayse Lorrane Gonçalves
Silva, Steffany Rocha da
Nunes, Bruna Rodrigues
author_role author
author2 Stelko-Pereira, Ana Carina
Alves, Dayse Lorrane Gonçalves
Silva, Steffany Rocha da
Nunes, Bruna Rodrigues
author2_role author
author
author
author
dc.contributor.author.fl_str_mv Luna, Geisy Lanne Muniz
Stelko-Pereira, Ana Carina
Alves, Dayse Lorrane Gonçalves
Silva, Steffany Rocha da
Nunes, Bruna Rodrigues
dc.subject.por.fl_str_mv violência
bullying
professores
estudantes
estratégias
violence
bullying
teachers
students
strategies
violencia
acoso escolar
profesores
estudiantes
estrategias
topic violência
bullying
professores
estudantes
estratégias
violence
bullying
teachers
students
strategies
violencia
acoso escolar
profesores
estudiantes
estrategias
description This study identified and related violence involving students and teachers, teachers bullying intervention strategies, and their beliefs and perception of self-efficacy to intervene in this problem. With a descriptive and analytical approach, a cross-sectional study was carried out in 2018 with 46 teachers from Guaiúba, Ceará. Three questionnaires were applied. There is a significant prevalence of violence in school environments, with a predominance of indirect and verbal violence regarding aggression from students to teachers. The strategies to draw attention, discuss possible solutions with the class, and comfort the student are more frequent when the problem occurs in the classroom than in the schoolyard. Teachers who were perpetrators of bullying in childhood agree more with normative (p=0,04) and learning beliefs (p=0,03), while teachers who were victims believe that avoidance strategies are inadequate (p=0,02). Therefore, it is necessary to identify teachers' perceptions, beliefs, and history of bullying involvement to build more effective programs to combat school violence.
publishDate 2021
dc.date.none.fl_str_mv 2021-07-21
dc.type.driver.fl_str_mv info:eu-repo/semantics/preprint
info:eu-repo/semantics/publishedVersion
format preprint
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://preprints.scielo.org/index.php/scielo/preprint/view/2639
10.1590/SciELOPreprints.2639
url https://preprints.scielo.org/index.php/scielo/preprint/view/2639
identifier_str_mv 10.1590/SciELOPreprints.2639
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://preprints.scielo.org/index.php/scielo/article/view/2639/4609
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
dc.source.none.fl_str_mv reponame:SciELO Preprints
instname:SciELO
instacron:SCI
instname_str SciELO
instacron_str SCI
institution SCI
reponame_str SciELO Preprints
collection SciELO Preprints
repository.name.fl_str_mv SciELO Preprints - SciELO
repository.mail.fl_str_mv scielo.submission@scielo.org
_version_ 1797047824127361024

Registros relacionados