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Title:Povezanost med empatijo učencev in njihovim zaznavanjem ter reagiranjem na medvrstniško nasilje
Authors:ID Ulaga, Ula (Author)
ID Usenik, Janja (Mentor) More about this mentor... New window
Files:.pdf MAG_Ulaga_Ula_2021.pdf (750,62 KB)
MD5: 38C9424BA72C6C339B4CDC18979D1ED0
PID: 20.500.12556/dkum/37231390-b26e-4dce-b9e5-340688fafb9f
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Medvrstniško nasilje je zelo razširjen pojav pri nas in tudi drugje po svetu. Zelo pogosto se pojavlja v osnovnih šolah in učitelji ter drugi delavci šole si zelo prizadevajo, da ga uspešno preprečujejo. Namen magistrske raziskave je bil na vzorcu učiteljev razrednega pouka proučiti njihova stališča do medvrstniškega nasilja in izraženo stopnjo empatije. Želeli smo ugotoviti, v kolikšni meri učitelji zaznavajo medvrstniško nasilje v osnovnih šolah, kakšne oblike nasilja so po njihovem mnenju najpogostejše in kaj učitelji storijo v primeru, ko medvrstniško nasilje zaznajo. Ugotavljali smo, kako visoka je stopnja empatije pri učiteljih ter kako je ta povezana z učiteljevo sposobnostjo in kompetentnostjo v primeru nasilja. V raziskavo je bilo vključenih 150 učiteljev razrednega pouka (27 učiteljev in 123 učiteljic). Za pridobivanje podatkov smo uporabili anketni vprašalnik, sestavljen iz vprašanj o medvrstniškem nasilju, oblikovanih za namen te študije, in vprašalnika empatije (Davis, 1980). Rezultati so pokazali, da se učitelji večinoma ocenjujejo kot dovolj kompetentne in usposobljene za ustrezno zaznavanje in odzivanje v primeru medvrstniškega nasilja in da izražajo visoko stopnjo empatije. Večina učiteljev medvrstniško nasilje v šoli zaznava nekajkrat mesečno in so mnenja, da se največ nasilja dogaja med odmori. Med posameznimi oblikami nasilja učitelji najpogosteje zaznavajo zmerjanje, norčevanje in zasmehovanje. Pri zaznavanju medvrstniškega nasilja pa se večina učiteljev odloči za pogovor z vsemi udeleženci nasilja in o nasilju obvestijo starše vseh vpletenih otrok. Povezava med kompetentnostjo in usposobljenostjo pri obravnavi nasilja in empatijo učiteljev se je pokazala kot pozitivna in statistično pomembna, iz česar lahko domnevamo, da so tisti učitelji, ki imajo višjo stopnjo empatije tudi bolj ustrezno usposobljeni in kompetentni za prepoznavanje in reagiranje v primeru medvrstniškega nasilja. Naša raziskava kljub svojim omejitvam pomembno prispeva k dvigu zavedanja o vlogi empatije učiteljev in pomenu njihovega ustreznega posredovanja v primeru medvrstniškega nasilja.
Keywords:medvrstniško nasilje, vloga šole, udeleženci nasilja, reakcija na nasilje, empatija
Place of publishing:Maribor
Publisher:[U. Ulaga]
Year of publishing:2021
PID:20.500.12556/DKUM-78459 New window
UDC:37.015.3:37.048:364.632-057.874(043.2)
COBISS.SI-ID:51578883 New window
NUK URN:URN:SI:UM:DK:VL15GZRL
Publication date in DKUM:18.02.2021
Views:1442
Downloads:234
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:06.01.2021

Secondary language

Language:English
Title:The relationship between teachers' emphaty and their perception of and response to peer violence
Abstract:Peer violence is a very widespread phenomenon in our country and elsewhere in the world. It occurs very often in primary schools and teachers and other school staff work very hard to successfully prevent it. The purpose of the master's research was to examine attitudes towards peer violence and the expressed level of empathy on a sample of classroom teachers. We wanted to find out to what extent teachers perceive peer violence in primary schools, what forms of violence they think are most common and what teachers do when they detect peer violence. We found out how high the level of empathy is in teachers and how it is related to the teacher's ability and competence in dealing with violence. The survey included 150 classroom teachers (27 male and 123 female teachers). To obtain the data, we used a survey questionnaire consisting of peer violence questions designed for the purpose of this study and an empathy questionnaire (Davis, 1980). The results showed that teachers are mostly assessed as sufficiently competent and trained to adequately detect and respond in the event of peer violence and to express a high level of empathy. Most teachers detect peer violence at school several times a month and think that most violence happens during breaks. Among the individual forms of violence, teachers most often detect insults, mockery and ridicule. When detecting peer violence, however, most teachers choose to talk to all participants and inform the parents of all the children involved in the violence. The relationship between competence and qualification for dealing with violence and teacher empathy has been shown to be positive and statistically significant, suggesting that those teachers who have a higher level of empathy are also more adequately trained and competent to recognize and respond to peer violence. Despite its limitations, our research makes an important contribution to raising awareness of the role of teachers' empathy and the importance of their appropriate intervention in the case of peer violence.
Keywords:peer violence, role of school, participants in violence, reaction to violence, empathy


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