How South Korean teachers handle an incident of school bullying
How South Korean teachers handle an incident of school bullying
复制标题
韩国老师如何处理校园欺凌事件
DOI：
10.1177/0143034311402311
复制
发表时间：
2011
影响因子：
2.3
通讯作者：
Alisa Hutchinson
中科院分区：
文献类型：
--
作者：
Jina S. Yoon;S. Bauman;Taesan Choi;Alisa Hutchinson
随着学校层面的变量越来越受到关注，他们的作用，在维护欺负行为，本研究探讨了教师的反应，一个假设的欺负情况之间的样本韩国教师。采用在线调查的方法，学校层面的变量（反欺凌政策和反欺凌计划）和个人特征（反欺凌培训和多年的教学经验）也收集。因素分析表明，两个因素的解决方案，教师的反应：忽视和行动。行动分数显着不同的性别和多年的教学经验，但不是学校一级的变量或反欺凌培训。教师培训的影响进行了讨论。
With school-level variables receiving increasing attention for their role in the maintenance of bullying behaviors, this study examined teacher responses to a hypothetical bullying situation among a sample of South Korean teachers. Using an online survey method, school-level variables (anti-bullying policy and anti-bullying program) and individual characteristics (anti-bullying training and years of teaching experience) were also collected. Factor analyses indicated a two-factor solution in teacher responses: Ignore and Action. The Action scores differed significantly by gender and by years of teaching experience, but not by school-level variables or anti-bullying training. The implications for teacher training are discussed.