Primary School Teachers’ Attitude on Campus Bullying Prevention - An Example of Taichung City

• Main Authors: HUANG, TZ-CHI, 黃姿綺
• Other Authors: WENG, YUNG-SHEW
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/mr2r28

碩士 === 靜宜大學 === 社會工作與兒童少年福利學系 === 105 === The aim of this study is to explore primary school teachers’ attitude on campus bullying prevention. Attitude consists of three portions: cognition, affection and behavior. It is a quantitative research and a self-constructed questionnaire 【Primary school Teachers' Attitude towards Campus Bullying Prevention】were introduced to collect necessary data. Stratified ratio random sampling was applied, 409 questionnaires were distributed, and 384 valid samples were collected. The rate of return was about 94%. The researcher used the data to analyze the differences and correlation between different background variables of the primary teachers’ cognition, affection and behaviors on campus bullying prevention . The descriptive statistics, independent t-test, one-way ANOVA, Pearson’s product moment and chi-square were applied . The results of the study are as follows: 1. The Current Situation of Primary school Teachers’ Attitude towards Campus Bullying (a) Primary teachers have good understanding on campus bullying prevention , with the highest on "differentiation cognition" and the lowest on "policy cognition". (b) The mean of primary school teachers’ affection on campus bullying prevention, the mean is over 3 points, with the highest on "counseling affection" and the lowest on "prevention affection". (c) On the behavior aspect of campus bullying, the primary school teachers have the most behaviors on "the second and the third level prevention" and the lowest are on "personal enrichment" and "teacher cooperation". 2. Differential Background Variables of Primary school Teachers’ Attitude towards Campus Bullying Difference Analysis (a) "Whether or not holding administrative duties" and "experience of dealing with campus bullying " would make a significant difference on campus bullying cognition. (b) "Gender", "age group", "geographical area of school", and "experience of dealing with campus bullying" would make a significant difference on campus bullying affection. (c) "geographical area" and "experience of dealing with campus bullying, " would make a significant difference on campus bullying behavior. 3. The Correlation between Primary School Teachers’ Cognition, Affection and Behavior toward Campus Bullying (a) There’s positive correlation between campus bullying cognitions and affection. (b) There’s positive correlation between campus bullying affection and behavior. (c) There’s positive correlation between campus bullying cognitions and behavior. According to the findings, this study has provided some suggestions for school, teachers and future studies.