Classroom Teachers’ and Guidance-Psychological Counseling Specialists’ Awareness, Attitudes, and Intervention Strategies Regarding Peer Bullying

Öz

This study was designed as a descriptive survey model to examine the awareness, coping methods, and attitudes of classroom teachers and guidance and psychological counselling specialists regarding peer bullying. The study was conducted with a total of 115 participants, primarily classroom teachers, working in Cankiri. Data were collected using a questionnaire developed by the researchers and the Teacher Attitudes Towards School Bullying Scale, and analyzed using appropriate parametric and nonparametric tests in SPSS 26. Findings indicated that a large majority of the teachers (87.3%) had not previously participated in any training related to bullying. Approximately half of the participants stated they were unaware of the types of bullying and the necessary criteria for a behavior to be classified as bullying, although their general awareness regarding the definition of peer bullying was found to be high. Teachers most frequently resorted to preventive and guiding methods, such as communicating with school counselors, parents, and victimized students, while direct sanctions against the bullying student were limited. Furthermore, teachers' attitudes toward school bullying were found to be above the moderate level, but these attitudes did not significantly differ based on variables such as gender, seniority, or previous experience with bullying. In conclusion, although teachers are knowledgeable about the definition of peer bullying, they lack knowledge regarding the types, criteria, and prevention strategies; therefore, it is recommended that teachers be supported with in-service training on these topics.

Anahtar Kelimeler

• Peer bullying
• educator attitudes
• awareness
• coping methods
• descriptive survey model

Sınıf Öğretmenleri ile Rehberlik ve Psikolojik Danışma Uzmanlarının Akran Zorbalığına Yönelik Farkındalık, Tutum ve Müdahale Stratejileri

Öz

Bu araştırma, sınıf öğretmenleri ve rehberlik-psikolojik danışma uzmanlarının akran zorbalığına ilişkin farkındalıklarını, zorbalıkla baş etme yöntemlerini ve tutumlarını incelemek amacıyla betimsel tarama modelinde desenlenmiştir. Çalışma, Çankırı'da görev yapan ve çoğunluğu sınıf öğretmeni olan toplam 115 katılımcı ile yürütülmüştür. Veriler, araştırmacılar tarafından geliştirilen anket ve Okul Zorbalığına İlişkin Öğretmen Tutumları Ölçeği kullanılarak toplanmış ve SPSS 26 programında, uygun parametrik ve parametrik olmayan testler ile analiz edilmiştir. Bulgular, öğretmenlerin büyük bir çoğunluğunun (%87,4) daha önce zorbalıkla ilgili bir eğitime katılmadığını göstermiştir. Katılımcıların yaklaşık yarısı zorbalık türlerini ve bir davranışın zorbalık sayılması için gerekli ölçütleri bilmediğini ifade etmiş, ancak akran zorbalığı tanımına yönelik genel farkındalıklarının yüksek olduğu saptanmıştır. Öğretmenlerin zorbalık olaylarında en sık rehberlik ve psikolojik danışma öğretmeni, veli ve mağdur öğrenciyle iletişim kurmaya dayalı önleyici ve yönlendirici yöntemlere başvurdukları, zorbalık yapan öğrenciye yönelik doğrudan yaptırımların ise sınırlı kaldığı belirlenmiştir. Ayrıca, öğretmenlerin okul zorbalığına ilişkin tutumlarının orta düzeyin üzerinde olduğu, ancak bu tutumların cinsiyet, kıdem veya zorbalık deneyimi gibi değişkenlere göre anlamlı bir farklılık göstermediği tespit edilmiştir. Sonuç olarak, öğretmenlerin akran zorbalığı tanımı konusunda bilgili olmalarına karşın, türler, ölçütler ve önleme stratejilerinde bilgi eksiklikleri bulunmaktadır; bu nedenle, öğretmenlerin bu konularda hizmet içi eğitimlerle desteklenmesi önerilmektedir.

Anahtar Kelimeler

• Akran zorbalığı
• eğitimci tutumları
• farkındalık
• baş etme yöntemleri
• betimsel tarama modeli

Kaynakça

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