ECSS Paris 2023: OP-SH13
Introduction Attitudes towards bullying serve a precondition for effectively combating bullying shaping intervention preferences to prevention strategies. However, teachers’ attitudes and their perceived responsibilities often follow a recurring pattern while some teachers feel responsible for intervening in cases of bullying, others tend to be reluctant and overlook the issue. Breaking this cycle requires raising awareness and providing comprehensive training for preservice teachers (PST). By examining the attitudes and perceived sense of responsibility of PST, this study offers insights into how teacher education can develop more effective anti-bullying strategies. Methods The study sample consisted of 67 fifth-year physical education PST. Data were collected using modified Hungarian versions of Personal and Social Responsibility Scale and Attitudes Towards Bullying Scale. Additionally, participants reported gender and teaching experience. Data were analysed by using Jamovi Software employing descriptive, Mann-Whitney U test, correlation, regression, and mediation analyses. Results PSTs had high levels of personal responsibility (M=5.19, SD=0.70) and social responsibility (M=5.43, SD=0.72) but their attitudes remained moderate (M=3.50, SD=0.40). Results indicated (U=345, P=0.007, r=0.3839) that female PSTs (Mdn=3.76, IQR=0.56) had higher attitudes than males (Mdn=3.24, IQR=0.59). PSTs with teaching/coaching experience had higher personal responsibility (U=205, 𝑝=0.041), social responsibility (U=189, 𝑝=0.019), but no significant difference was found in attitudes (U=237, p=0.128). A positive and significant relationship found between personal responsibility (ρ=.361, 𝑝=.003), social responsibility (ρ=.444, 𝑝<.001) and attitudes. Social responsibility was a statistically significant (β=0.224, p=0.005) and positive predictor of attitudes. It had a significant direct (β=0.224, p=0.003) and total (β=0.269, p=< .001) effect on attitudes, while the indirect effect of personal responsibility was not significant (β=0.045, p=0.317). Discussion The findings indicate that while PST exhibit high level of personal and social responsibility their attitudes towards bullying remain moderate.This may stem from their sense of responsibility but lack of knowledge on how to intervene.The higher proactive attitude among female PST may be attributed to their greater empathy or sensitivity to bullying. Individuals, with teaching experience demonstrated a stronger responsibility in combating bullying, likely due to their exposure to more incidents in real educational settings.Another key finding is that social responsibility emerged as a key determinant in combatting bullying, whereas personal responsibility had no direct effect.This suggests that anti-bullying training should go beyond fostering personal awareness to cultivating a cooperative and supportive community. Consequently, PST may strive to transform not only their classrooms but the broader school culture.
Read CV Ceren TemizECSS Paris 2023: OP-SH13
Teaching Hellisons model of personal and social responsibility is one of the most important roles of school education as it promotes better behaviour from students in their social environments and teaches them responsibility for themselves and others. Personal and social responsibility (PSR) does this by developing skills, values, and virtues. such as respect for others, participation and effort in activities, self-direction towards positive values, caring for peers, transferring this knowledge to other areas of life, and supporting others to become more personally and socially responsible. As such, PSR prepares young people for life and helps to ensure successful transitions to adulthood. Following University Ethics Committee approval (ethics ID number: 2913/2020) primary and secondary school physical education teachers from two settlements in Hungary were recruited for data collection (n=67; mean age of 49.1 years (s=11.4); teaching experience of 17.8 years (s=14.1); 48.6% were female). Participants voluntarily completed the Personal and Social Responsibility Questionnaire, the Behaviour Regulation Motivation Questionnaire, and the Black Pedagogy Scale. In addition, they also stated in writing whether they preferred to employ a traditional (disciplinary behaviour-type) or an autonomous (enjoyment-oriented) educational method during their work. The results of descriptive statistical analysis showed that 2.9% of the respondents preferred to use traditional (disciplinary behaviour-type) educational methods during their work compared with 22.9% who preferred autonomous (enjoyment-oriented) methods. An amalgam of both educational methods were considered beneficial by 74.3% of the teachers, depending on the situation. According to the results obtained by univariate analysis of variances (one-way ANOVA), no significant results were obtained. In summary, student motivation and student behaviour perceived by teachers were independent of teachers’ educational methods. Since the number of respondents who preferred the method of education that required discipline was small, we deleted it from the database. We kept the autonomous and the combined methods of education on which a Kruskal-Wallis non-parametric test was performed to examine for differences. Confirming our previous results, no significant differences between the variables were found. Our conclusion is that the joint use of both educational methods (traditional and enjoyment-oriented) is important during educational work as that was the most preferred way of optimising student motivation, developing personal and social responsibility, and shaping positive behaviour. Further research is recommended to include a larger sample for greater representativeness and to involve students and parents to ensure that perceptions of other key stakeholders are considered.
Read CV Istvan SoosECSS Paris 2023: OP-SH13
Introduction The acceptance of deviant behaviours varies depending on the teacher, the activity, the class, and the school context (Richoz, 2010). The reaction to an emotional situation depends on our nature and past emotional experiences. The memory of our emotional experiences shapes how we emotionally engage in certain situations and our emotional states affect our behavioural response (Lazarus 2004). According to Maheu (2007). "Punishment serves to express the adults anger, often by reproducing what they have experienced. Punishment is a quick way to exert pressure without much thought." It has been hypothesized that novice physical education (PE) teachers experience stronger emotional intensities when facing conflicts with their students compared to experienced teachers. The aim of the current study was to investigate the PE teacher use of sanctions and their emotional experience. Methods We interviewed 4 schools’ categories of actors: 6 PE inspectors, 7 headmasters, 18 PE teachers (experienced and novices), and 6 students. Firstly, PE inspectors were interviewed, to identify students deviant behaviours and teachers reactions and to analyse the causal attributions of teacher-student conflicts (Goyette, et al., 2010). Next, we conducted an interview with headmasters. In the third phase, we interviewed PE teachers through a semi-structured interview. Finally, to identify and explain students deviant behaviours during PE lessons and the reactions of their teachers, we analysed 6 case study of students whose deviant behaviours ranged from verbal and physical aggression to absenteeism. Tropes (https://www.tropes.fr) software was used for semantic analysis. Results The analysis showed that novices PE teachers were afraid of the consequences, or the "reaction", of the disruptive students and that they struggled to sanction their students in a determined, consistent, and deterrent manner. Novices PE teachers complained about the lack of academic training on how to manage conflictual situations with, or deviant behaviours of, their students. Moreover, they had trouble in managing their own emotions. They easily become angry in response to deviant behaviours of their students, which explained their excessive use of exclusion as a punishment. However, absenteeism and unpunctuality remained two deviant behaviours that are neglected by both novice and experienced PE teachers. Discussion Discipline is an educational need that help students to set boundaries and limits. It is important to explain them which behaviours are acceptable in the class and help them to be aware of the consequences of inappropriate behaviours. However, it is important to note that it is both possible and desirable to establish a hierarchy of sanctions that teacher administer depending on the severity of the transgression. Experienced teachers place more emphasis on discussions with students, which help them to understand why they were sanctioned.
Read CV Faten HamdiECSS Paris 2023: OP-SH13