The Phenomenon of Bullying in Russian Schools: Teachers as Victims
Keywords:
bullying, aggression in school, teacher, teacher-pupil relationship, education process, violation of the rights of the teacher, communicative practices
Abstract
The article presents the results of the quantitative step of the study dedicated to the phenomenon of bullying in Russian schools, where teachers can become victims of bullying. The research provides the first questionnaire for Russia that allows the opportunity to evaluate the spread of the phenomenon and get the data about the factors that influence the bullying against teachers. The questionnaire includes 20 forms of bullying, including verbal forms, non-verbal forms, indirect bullying, and sexual harassment. 2800 respondents participated in the survey. The results demonstrate that 70% of Russian teachers experienced any form of bullying at least once. Teachers with low material status are in a group of higher risk, as this factor is the most significant among the others. The link between experiencing bullying as a victim and professional burnout is demonstrated.
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References
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James D. J., Lawlor M., Courtney P., Flynn A., Henry B., Murphy N. (2008). Bullying behaviour in secondary schools: what roles do teachers play? Child Abuse Review, 17, P. 160-173.
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Olweus D. (1993). Bullying at school: What we know and what we can do. Oxford, UK: Blackwell.
Robinson K. (2000). ‘Great tits, Miss!’ The silencing of male students’ sexual harassment of female teachers in secondary schools: a focus on gendered authority. Discourse: Studies in the Cultural Politics of Education, 21, P. 75-90.
Terry A. A. (1998). Teachers as targets of bullying by their pupils: a study to investigate incidence. British Journal of Educational Psychology, 68, P. 255-268.
Tsouloupas C. N., Carson R. L., Matthews R., Grawitch, M. J., Barber, L. K. (2010). Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: the importance of teacher efficacy beliefs and emotion regulation. Educational Psychology, 30, P. 173-189.
Türküm, A. S. (2011). Social supports preferred by the teachers when facing school violence. Children and Youth Services Review, 33, P. 644-650.
Дахин А. Н. (2015). Буллинг в школе и не только. Сибирский педагогический журнал, 6, С. 208-214.
Жарова Д. В., Терех Е. Ю. (2018). Психологические особенности подросткового буллинга. Научно-педагогическое обозрение. Pedagogical Review, 1 (19), С. 79-84.
Кон И.С. (2006). Что такое буллинг и как с ним бороться? Семья и школа, 11, С. 15-18.
Кутявина Е. Е., Курамшев А. В. (2013). Проблема насилия в школе глазами учителей. Вестник Нижегородского университета им. Н.И.Лобачевского. Серия: Социальные науки, 4 (32), С. 45-50.
Митин Г. В. (2016). Школьное насилие: роль учителя. Вестник Удмуртского университета. Серия «Философия. Психология. Педагогика», 26 (2), С. 119-123.
Протасов В. С., Кувалдина Е. А. (2012). Исследование престижа педагогической профессии среди учащихся современной школы. Вестник Вятского государственного университета, 2-3, С. 6-8.
Chen J.-K., Astor R. A. (2009). Students’ reports of violence against teachers in Taiwanese schools. Journal of School Violence, 8(1), P. 2-17.
De Wet C. (2010). Victims of educator-targeted bullying: a qualitative study. South African Journal of Education, 30, P. 189-201.
Dzuka J., Dalbert C. (2007). Student violence against teachers: teachers’well-being and the belief in a just world. European Psychologist, 12, P. 253-260.
Fisher K., Kettl P. (2003). Teachers’ perceptions of school violence. Journal of Pediatric Health Care, 17, P. 79-83.
James D. J., Lawlor M., Courtney P., Flynn A., Henry B., Murphy N. (2008). Bullying behaviour in secondary schools: what roles do teachers play? Child Abuse Review, 17, P. 160-173.
Khoury-Kassabri M., Astor R. A., Benbenishty R. (2009). Middle Eastern adolescents’ perpetration of school violence against peers and teachers: a cross-cultural and ecological analysis. Journal of Interpersonal Violence, 24, P. 159-182.
Lahelma E., Palmu T., & Gordon T. (2000). Intersecting power relations in teachers’ experiences of being sexualized or harassed by students. Sexualities, 3, P. 463-481.
Mooij T. (2011). Secondary school teachers’ personal and school characteristics, experience of violence and perceived violence motives. Teachers and Teaching: Theory and Practice, 17, P. 227-253.
Olweus D. (1993). Bullying at school: What we know and what we can do. Oxford, UK: Blackwell.
Robinson K. (2000). ‘Great tits, Miss!’ The silencing of male students’ sexual harassment of female teachers in secondary schools: a focus on gendered authority. Discourse: Studies in the Cultural Politics of Education, 21, P. 75-90.
Terry A. A. (1998). Teachers as targets of bullying by their pupils: a study to investigate incidence. British Journal of Educational Psychology, 68, P. 255-268.
Tsouloupas C. N., Carson R. L., Matthews R., Grawitch, M. J., Barber, L. K. (2010). Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: the importance of teacher efficacy beliefs and emotion regulation. Educational Psychology, 30, P. 173-189.
Türküm, A. S. (2011). Social supports preferred by the teachers when facing school violence. Children and Youth Services Review, 33, P. 644-650.
Published
2018-09-16
How to Cite
ЧерненкоЮ. А., & СапрыкинаД. И. (2018). The Phenomenon of Bullying in Russian Schools: Teachers as Victims. Communications. Media. Design, 3(2), 136-150. Retrieved from https://cmd-journal.hse.ru/article/view/8075
Issue
Section
Scientific Articles
