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Nastava i vaspitanje
2012, vol. 61, iss. 4, pp. 597-610
article language: Serbian
document type: Original Scientific Paper
published on: 22/03/2013
Teachers' attitudes towards school violence and their assessment of their own and collective power to act efficiently
aUniversity of Belgrade, Faculty of Philosophy, Institute of Psychology
bUniversity of Belgrade, Faculty of Philosophy, Department of Psychology

e-mail: dplut@eunet.rs, pavlozoran@gmail.com, dpopadic@f.bg.ac.rs

Project

Social Transformations in Processes of European Integration: A Multidisciplinary Approach (MESTD - 47010)

Abstract

Prevention of school violence is increasingly becoming one of priorities of educational work in schools both in our and other countries and teachers are seen as the main support in this prevention. Yet, teachers will be efficient in performing this task according to how much they are convinced that school violence is a serious problem and they believe in their own competence and that their engagement will contribute to the reduction of violence. The questionnaire was filled up by 9 141 teachers from 188 schools in Serbia. The majority of teachers (73%) are worried by the increase of school violence, but in considerably smaller numbers (23%) testify about violence in their environment. The main causes of violence are seen in family (66%) and, consequently, teachers see cooperation between school and parents as the most efficient measure in violence prevention. The teachers assessed their personal competencies for violence prevention rather high, but report that they are authorized to use scarce measures for preventing violence in school. Some practical implications of these findings point to the need for the continuation of sensitizing teachers of the problem their students have with peer violence and the significance of high quality teaching of violence prevention.

Keywords

school violence; teachers' attitudes towards violence; teacher's self efficiency; violence prevention

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