Competences for dealing with cyberbullying in secondary schools: an approach to the needs of school principals and teachers
DOI:
https://doi.org/10.21556/edutec.2022.80.2475Keywords:
cyberbullying, secondary school, principals, teachers, competence, interventionAbstract
Cyberbullying is a phenomenon with a high prevalence in secondary school. This situation implies a new challenge for schools, especially for head teachers and teachers. This paper presents the perception of school principals and teachers at secondary schools in Galicia in relation to cyberbullying, their competence to deal with it and their proposals for action to facilitate intervention against this phenomenon. The sample consisted of a total of 314 school principals and teachers. Descriptive analyses are used to describe the sample and the variables analyzed, a principal components analysis to test the psychometric properties of the scale used and non-parametric analyses for statistical contrasts. Participants report a low perception of cyberbullying in schools. Teachers in academic management positions (principals, and heads of studies) as well as guidance counsellors consider themselves more competent than teachers to deal with or manage cyberbullying situations. Developing anti-cyberbullying policies and using days to train teachers on cyberbullying through activities organized by the guidance team is essential
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