Bullying: perceptions of operational assistants
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.34620/eduser.v14i2.213 |
Resumo: | Adopting a bio-ecological perspective, bullying is considered a relational phenomenon influenced by several systems. Focusing on the school context, there is a growing interest in studying perceptions of bullying from the perspective of teaching professionals, particularly teachers. As operational assistants are responsible for the surveillance of school spaces where bullying events usually occur, these professionals play a key role in the identification of these situations. Recognizing their importance in the school context and considering the scarce existing research with this target audience, this study aims to analyze the knowledge of operational assistants about bullying in the school context. In this context, a mixed, cross-sectional, and exploratory research was adopted, using the questionnaire survey as data collection. This study included a total of 82 operational assistants of both genders, working in primary to secondary schools, located in a city in the north and interior of Portugal. It is worth highlighting from this study that the operational assistants gave a very favorable self-assessment of their knowledge about bullying, even though the vast majority had a generic notion of this concept, not establishing the essential dimensions in its operationalization. Although participants were aware of the impact of bullying, the great majority did not express a clear knowledge of the included dimensions, which may obstruct the identification and action when faced with this type of school violence. |
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Bullying: perceptions of operational assistantsBullying: perceções dos assistentes operacionaisAssistentes OperacionaisBullyingPerceçãoEscolaBullyingOperational AssistantsPerceptionSchoolAdopting a bio-ecological perspective, bullying is considered a relational phenomenon influenced by several systems. Focusing on the school context, there is a growing interest in studying perceptions of bullying from the perspective of teaching professionals, particularly teachers. As operational assistants are responsible for the surveillance of school spaces where bullying events usually occur, these professionals play a key role in the identification of these situations. Recognizing their importance in the school context and considering the scarce existing research with this target audience, this study aims to analyze the knowledge of operational assistants about bullying in the school context. In this context, a mixed, cross-sectional, and exploratory research was adopted, using the questionnaire survey as data collection. This study included a total of 82 operational assistants of both genders, working in primary to secondary schools, located in a city in the north and interior of Portugal. It is worth highlighting from this study that the operational assistants gave a very favorable self-assessment of their knowledge about bullying, even though the vast majority had a generic notion of this concept, not establishing the essential dimensions in its operationalization. Although participants were aware of the impact of bullying, the great majority did not express a clear knowledge of the included dimensions, which may obstruct the identification and action when faced with this type of school violence.Adotando uma perspetiva bioecológica, o bullying é considerado como um fenómeno relacional influenciado por diversos sistemas. Centrando-nos no contexto escolar, assiste-se a um interesse crescente pelo estudo das perceções sobre o bullying considerando a perspetiva dos profissionais de ensino, em particular, dos professores. Competindo aos assistentes operacionais a vigilância dos espaços escolares onde habitualmente ocorrem manifestações de bullying, estes profissionais desempenham um papel fulcral na identificação destas situações. Reconhecendo a sua importância no contexto escolar e tendo em conta a parca investigação existente com este público-alvo, este estudo tem como objetivo analisar os conhecimentos dos assistentes operacionais sobre o bullying no contexto escolar. Neste âmbito justifica-se a opção por uma investigação de natureza mista, transversal e exploratória, tendo sido utilizado o inquérito por questionário como técnica de recolha de dados. Participaram 82 assistentes operacionais, de ambos os sexos, de escolas do 1.º Ciclo do Ensino Básico ao Ensino Secundário, situadas numa cidade do norte e interior de Portugal. Os dados recolhidos comprovaram que os assistentes operacionais autoavaliaram muito favoravelmente os seus conhecimentos sobre o bullying, ainda que a maioria apresentasse uma noção genérica deste conceito, não consagrando as dimensões essenciais na sua operacionalização. Concluiu-se que, embora estivessem conscientes do impacto do bullying, a maioria não evidenciou um conhecimento das dimensões incluídas, o que pode obstaculizar a sinalização e atuação perante esta forma de violência escolar.Instituto Politécnico de Bragança2022-12-31info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34620/eduser.v14i2.213https://doi.org/10.34620/eduser.v14i2.213EduSer; Vol. 14 No. 2 (2022): EduSerEduser - revista de Educação; v. 14 n. 2 (2022): EduSerEduSer; Vol. 14 N.º 2 (2022): EduSer2183-038X1645-4774reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://eduser.ipb.pt/index.php/eduser/article/view/213https://eduser.ipb.pt/index.php/eduser/article/view/213/185Direitos de Autor (c) 2023 EduSerinfo:eu-repo/semantics/openAccessMoura, InêsNovo, RosaPrada, Ana Raquel2024-02-03T06:05:06Zoai:eduser.ipb.pt:article/213Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:46:55.555580Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Bullying: perceptions of operational assistants Bullying: perceções dos assistentes operacionais |
title |
Bullying: perceptions of operational assistants |
spellingShingle |
Bullying: perceptions of operational assistants Moura, Inês Assistentes Operacionais Bullying Perceção Escola Bullying Operational Assistants Perception School |
title_short |
Bullying: perceptions of operational assistants |
title_full |
Bullying: perceptions of operational assistants |
title_fullStr |
Bullying: perceptions of operational assistants |
title_full_unstemmed |
Bullying: perceptions of operational assistants |
title_sort |
Bullying: perceptions of operational assistants |
author |
Moura, Inês |
author_facet |
Moura, Inês Novo, Rosa Prada, Ana Raquel |
author_role |
author |
author2 |
Novo, Rosa Prada, Ana Raquel |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Moura, Inês Novo, Rosa Prada, Ana Raquel |
dc.subject.por.fl_str_mv |
Assistentes Operacionais Bullying Perceção Escola Bullying Operational Assistants Perception School |
topic |
Assistentes Operacionais Bullying Perceção Escola Bullying Operational Assistants Perception School |
description |
Adopting a bio-ecological perspective, bullying is considered a relational phenomenon influenced by several systems. Focusing on the school context, there is a growing interest in studying perceptions of bullying from the perspective of teaching professionals, particularly teachers. As operational assistants are responsible for the surveillance of school spaces where bullying events usually occur, these professionals play a key role in the identification of these situations. Recognizing their importance in the school context and considering the scarce existing research with this target audience, this study aims to analyze the knowledge of operational assistants about bullying in the school context. In this context, a mixed, cross-sectional, and exploratory research was adopted, using the questionnaire survey as data collection. This study included a total of 82 operational assistants of both genders, working in primary to secondary schools, located in a city in the north and interior of Portugal. It is worth highlighting from this study that the operational assistants gave a very favorable self-assessment of their knowledge about bullying, even though the vast majority had a generic notion of this concept, not establishing the essential dimensions in its operationalization. Although participants were aware of the impact of bullying, the great majority did not express a clear knowledge of the included dimensions, which may obstruct the identification and action when faced with this type of school violence. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-12-31 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.34620/eduser.v14i2.213 https://doi.org/10.34620/eduser.v14i2.213 |
url |
https://doi.org/10.34620/eduser.v14i2.213 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://eduser.ipb.pt/index.php/eduser/article/view/213 https://eduser.ipb.pt/index.php/eduser/article/view/213/185 |
dc.rights.driver.fl_str_mv |
Direitos de Autor (c) 2023 EduSer info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos de Autor (c) 2023 EduSer |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Instituto Politécnico de Bragança |
publisher.none.fl_str_mv |
Instituto Politécnico de Bragança |
dc.source.none.fl_str_mv |
EduSer; Vol. 14 No. 2 (2022): EduSer Eduser - revista de Educação; v. 14 n. 2 (2022): EduSer EduSer; Vol. 14 N.º 2 (2022): EduSer 2183-038X 1645-4774 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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