Needs and Difficulties of Future Teachers in Dealing with Aggression and Violence in Real and Virtual Spaces
Abstract
This study investigates the opinions of future teachers regarding needs and expectations when dealing with aggression and violence in real and virtual spaces, in the context of their personal experiences and future professional work. Some teachers avoid involving themselves in difficult, ‘violent’ situations that for various reasons require their intervention. Therefore, it is essential for teachers to have appropriate competencies to address these issues. The study used the diagnostic survey method. Over two years, a survey was conducted among 167 university students of teacher training and pedagogical faculties of a Polish university. The participants indicated their experiences of aggression and violence and evaluated their knowledge on the subject and the difficulties and benefits. A thorough statistical analysis of the research material reveals that those who declared a willingness to participate in the course and to learn effective action against aggression and violence had previously experienced such behaviour themselves. Furthermore, those respondents showed more interest in acquiring skills to deal with conflict situations and knowledge of how to resolve them because of their future work in the profession, their willingness to help others and their awareness of these risks. The study also recommends actions to reduce this phenomenon.
References
Acker, R. V. (1993). Dealing with conflict and aggression in the classroom: What skills do teachers need?. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 1. https://doi.org/10.1177/088840649301600105
Álvarez-García, D., Pérez, J. C. N., González, A. D., & Pérez, C. R. (2015). Risk factors associated with cybervictimization in adolescence. International Journal of Clinical and Health Psychology, 15(3), 226–235. https://doi.org/10.1016/j.ijchp.2015.03.002
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
Bandura, A., & Locke, E. A. (2003). Negative self-efficacy and goal effects revisited. Journal of Applied Psychology, 88(1), 87–99. https://doi.org/10.1037/0021-9010.88.1.87
Berg, J. K., & Cornell, D. (2016). Authoritative school climate, aggression toward teachers and teacher distress in middle school. School Psychology Quarterly, 31(1), 122–139. https://doi.org/10.1037/spq0000132
Berlanda, S., Fraizzoli, M., de Cordova, F., & Pedrazza, M. (2019). Psychosocial risks and violence against teachers: Is it possible to promote well-being at work? International Journal of Environmental Research and Public Health, 16, 4439. https://doi.org/10.3390/ijerph16224439
Bieganowska-Skóra, A., & Pankowska, D. (2020). Moje samopoczucie w e-szkole [My well-being in e-school]. https://lscdn.pl/pl/publikacje/publikacje-pozostale/12130,Raport-z-badan-nad-samopoczuciem-uczniow-w-e-szkole.html
Bieńkuńska A., &Góralczyk A. (2021). Ubóstwo w Polsce w latach 2019 i 2020 [Poverty in Poland in 2019 and 2020]. https://stat.gov.pl/obszary-tematyczne/warunki-zycia/ubostwo-pomoc-spoleczna/ubostwo-w-polsce-w-latach-2019-i-2020,1,10.html.
Bigaj, M., & Dębski, M. (2020). Subiektywny dobrostan i higiena cyfrowa w czasie edukacji zdalnej [Subjective well-being and digital hygiene during distance learning]. In G. Ptaszek, G. D. Stunża, J. Pyżalski, M. Dębski, & M. Bigaj, Edukacja zdalna: co stało się z uczniami ich rodzicami i nauczycielami? GWP.
Dolev-Cohen, M., & Levkovich, I. (2020). Teachers’ responses to face-to-face and cyberbullying of colleagues by others in Israeli schools. International Journal of School & Educational Psychology, 1–13. https://doi.org/10.1080/21683603.2020.1772159
Galand, B., Lecocq, C., & Philippot, P. (2007). School violence and teacher professional disengagement. British Journal of Educational Psychology, 77, 465–477. doi:10.1348/000709906X114571
Goel, P., & Naaz, I. (2021). Examining competent based teacher education in context of aggression. International Journal of Recent Research and Applied Studies, 8, 3(9), 51–54. https://www.researchgate.net/profile/Ishrat-Naaz-2/publication/350353755_Examining_Competent_Based_Teacher_Education_in_context_of_Aggression/links/605b498c299bf173676844fc/Examining-Competent-Based-Teacher-Education-in-context-of-Aggression.pdf?origin=publication_detail
Konwencja o Prawach Dziecka. (1989). [Convention on the rights of the child] Dz.U. z 1991 r. Nr 120, poz. 526. https://isap.sejm.gov.pl/isap.nsf/download.xsp/WDU19911200526/O/D19910526.pdf
Konwencja Rady Europy o zapobieganiu i zwalczaniu przemocy wobec kobiet i przemocy domowej, sporządzona w Stambule dnia 11 maja 2011 r. [Council of Europe convention on preventing and combating violence against women and domestic violence, Istanbul, 11 May 2011], Dziennik Ustaw, 2015, poz. 961. http://isap.sejm.gov.pl/isap.nsf/download.xsp/WDU20150000961/O/D20150961.pdf
Kozicka, K. (2004). Poczucie własnej skuteczności – czynnik sprawczy i jego implikacje dla profilaktyki i terapii pedagogicznej [Self-efficacy: A causal factor and its implications for prevention and pedagogical therapy]. Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia, XVII, 27–38.
Kulesza, M. (2007). Klimat szkoły a zachowania przemocowe uczniów w świetle wybranych badań empirycznych [School climate and violent behaviour of pupils in the light of selected empirical studies]. Seminare, 24, 261–277.
Larson, J., & Kołodziejczyk, A. (2019). Szkolny system przeciwdziałania przemocy rówieśniczej. Praktyczny przewodnik [School peer violence prevention system: A practical guide]. Fraszka Edukacyjna.
Międzynarodowy Pakt Praw Obywatelskich i Politycznych [International covenant on civil and political rights]. Journal of Laws, 1977, No. 38, Item 167. http://isap.sejm.gov.pl/isap.nsf/download.xsp/WDU19770380167/T/D19770167L.pdf
Moon, B., & McCluskey, J. (2020). An exploratory study of violence and aggression against teachers in middle and high schools: Prevalence, predictors, and negative consequence. Journal of School Violence, 19, 122–137. https://doi.org/10.1080/15388220.2018.1540010
Orpinas, P., & Horne, A. M. (2004). A teacher-focused approached to prevent and reduce students’ aggressive behavior: The GREAT Teacher Program. American Journal of Preventive Medicine, 26(1), 29–38. doi: 10.1016/j.amepre.2003.09.016
Patton, D. U., Woolley, M. E., & Hong, J. S. (2012). Exposure to violence, student fear, and low academic achievement: African American males in the critical transition to high school. Children and Youth Services Review, 34, 388–395.
https://doi.org/10.1016/j.childyouth.2011.11.009
Poraj, G. (2004). Doświadczanie agresji i przemocy w szkole [Experiencing aggression and violence at school]. Acta Universitatis Lodziensis. Folia Psychologica, 8, 19–31. http://cejsh.icm.edu.pl/cejsh/element/bwmeta1.element.hdl_11089_3711/c/F2_8.pdf
Powszechna Deklaracja Praw Człowieka (1948). [Universal declaration of human rights] G.A. Res. 217A (III), U.N. Doc A/810 (10 December 1948). http://www.bb.po.gov.pl/images/Prawa/PNZ/PDPCZ.pdf
Ragavan, M. I., Culyba, A. J., Muhammad, F. L., & Miller, E. (2020). Supporting adolescents and young adults exposed to or experiencing violence during the COVID-19 pandemic. Journal of Adolescent Health, 67(1), 18–20.
Reddy, L. A., Espelage, D. L., Anderman, E. M., Kanrich, J., & McMahon, S. D. (2018). Addressing violence against educators through measurement and research. Aggression and Violent Behavior, 42, 9–28. https://doi.org/10.1016/j.avb.2018.06.006
Santor, D. A., Bruckert, C., & McBride, K. (2021). Prevalence and impact of harassment and violence against educators in Canada. Journal of School Violence, 20(3), 261–273. https://doi.org/10.1080/15388220.2021.1879097
Szarfenberg R. (2021). Poverty watch 2021 [Report]. Polish Committee of the European Anti-Poverty Network (EAPN Poland). https://www.eapn.eu/wp-content/uploads/2022/06/eapn-POVERTY-WATCH-REPORT-FINAL-6-5423.pdf
Tomczyk, Ł., Srokowski, Ł., & Wąsiński, A. (2016). Kompetencje w zakresie bezpieczeństwa cyfrowego w polskiej szkole. Raport z badań [Digital security competencies in Polish schools: Research report]. Stowarzyszenie Miast w Internecie. doi: 10.13140/RG.2.2.12598.70725
Wilson, C. M., Douglas, K. S., & Lyon, D. R. (2011). Violence against teachers: Prevalence and consequences. Journal of Interpersonal Violence, 26(12), 2353–2371. https://doi.org/10.1177/0886260510383027
Zysberg, L., & Sabbag, E. (2021). Exposure to aggression in school and teachers’ intention to leave their profession: A brief report. Psychology, 12, 285–292. https://doi.org/10.4236/psych.2021.122018
Copyright (c) 2023 Wioletta Kwiatkowska
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
- The Author/Authors agree(s) to publish the article free of charge in Multidisciplinary Journal of School Education in English or Spanish. The Editorial Board reserves the right to shorten the texts and change the titles.
- As part of free publication mentioned in § 1, the Author/Authors agrees to make the full electronic version of their article available in the Internet.
- The Author/Authors agrees to index their article in databases at home and abroad, including abstracts and keywords as well as Author's/Authors’ affiliation in English and in other languages. The Author/Authors agrees to pass on the information mentioned above to the owners of these databases.
- The Author/Authors declares that their publication is original and does not include borrowings from other works which might cause Publisher's responsibility, does not infringe the rights of the third party and that their copyright on this publication is not limited. The Author/Authors will incur all the costs and will pay compensations which might result from the mendacity of the following statement.
- The Author/Authors declares to bear complete responsibility for the scientific reliability of the article submitted. The detailed contribution of all co-authors is defined.
- The Author/Authors declares to publish the text in the Multidisciplinary Journal of School Education under a Creative Commons Attribution-NoDerivatives 4.0 International License (CC BY-ND 4.0).
- For more than one author, please complete the Authorship Contributions and send it to the editorial office. Please indicate the specific contributions made by each author (list the authors’ initials, e.g., JKH). Please download, complete, scan and attach the file in the system during the submission process.
Authors Statement - Authorship Contributions
