Secondary school educators' perceptions and practices in handling cyberbullying among adolescents: A cluster analysis |
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| Affiliation: | 1. Ghent University, Faculty of Medicine and Health Sciences, Department of Movement and Sport Sciences, Watersportlaan 2, B-9000 Ghent, Belgium;2. University of Antwerp, Department of Communication Studies, Sint-Jacobstraat 2, B-2000 Antwerp, Belgium;1. Department of Computer Science and Engineering, Yuan Ze University, Taiwan, ROC;2. Department of Information Communication, Yuan Ze University, Taiwan, ROC;3. Department of Information Management, Taoyuan Innovation Institute of Technology, Taiwan, ROC;4. Innovation Center for Big Data and Digital Convergence, Yuan Ze University, Taiwan, ROC;1. Department of Educational Psychology and Counseling, National Taiwan Normal University, 162, HePing East Road, Section 1, Taipei, Taiwan;2. School of Education, University of New South Wales, UNSW, Sydney, NSW 2052, Australia;1. Lindenwood University, 209 South Kingshighway, St. Charles, MO 63301, USA;2. University of Tennessee at Chattanooga, 615 McCallie Avenue, Chattanooga, TN 37403, USA;3. University of Wollongong, Northfields Avenue, Wollongong, NSW 2522, Australia;4. University of Southern Indiana, 8600 University Boulevard, Evansville, IN 47712, USA |
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| Abstract: | School educators play an important role in cyberbullying management. Since scarce earlier research indicated low perceived competence of school educators in handling cyberbullying, more insight is needed in what determines their actions and how to improve these practices. This study assessed school educator practices, their perceptions and context factors from a behavior change theoretical framework, and investigated educator clusters related to this. An online survey was conducted among 451 secondary school educators (teachers, principals, school counselors). School educators mostly used recommended actions (i.e. conversations with pupils, enlisting professionals for support, parental involvement, providing supportive victim advice). Four educator clusters were identified: ‘referrers’ (65%), ‘disengaged’ educators (14%), ‘concerned’ educators (12%) and ‘use all means’ educators (9%). The first two clusters were less adept at handling cyberbullying and comprised mostly teachers, particularly indicating a need for training teachers. Our findings show a need for tailored educator training, e.g. by job position, gender, school size and grade. The behavior change theoretical framework can help target educators' particular needs. |
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| Keywords: | Computer-mediated communication Media in education Pedagogical issues Secondary education Teaching/learning strategies |
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