Publication
Title
Secondary school educators' perceptions and practices in handling cyberbullying among adolescents : a cluster analysis
Author
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.
Language
English
Source (journal)
Computers and education. - Oxford
Publication
Oxford : 2015
ISSN
0360-1315
Volume/pages
88(2015), p. 192-201
ISI
000363818800017
Full text (Publisher's DOI)
Full text (open access)
UAntwerpen
Faculty/Department
Research group
Publication type
Subject
Affiliation
Publications with a UAntwerp address
External links
Web of Science
Record
Identification
Creation 18.06.2015
Last edited 04.11.2017
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