Beliefs, self-efficacy and teacher strategies in face of bullying and perceptions of violence

Authors

DOI:

https://doi.org/10.18675/1981-8106.v33.n.66.s16671

Keywords:

School Violence. Bullying. Teachers. Students.

Abstract

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 analytical approach, a cross-sectional study was carried out in 2018 with 46 teachers from Guaiúba, Ceará, Brazil. Three questionnaires were applied to investigate school violence and teachers' practices, beliefs, and perceived self-efficacy in face of bullying. The data were analyzed using descriptive and inferential statistical analysis. There is a significant prevalence of violence in school environments, with a predominance of indirect and verbal violence regarding aggression from students to teachers. 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.

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Published

2023-02-28

How to Cite

LUNA, G. L. M. .; STELKO-PEREIRA, A. C.; ALVES, D. L. G.; SILVA, S. R. da .; NUNES, B. R. Beliefs, self-efficacy and teacher strategies in face of bullying and perceptions of violence. Educação: Teoria e Prática, [S. l.], v. 33, n. 66, p. e15[2023], 2023. DOI: 10.18675/1981-8106.v33.n.66.s16671. Disponível em: https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/16671. Acesso em: 27 nov. 2024.