ERG SES E 05, Education Challenges
Research of school violence has been present in the international field of research since the 1970s, in Hungary this topic came into the focus of scientific attention decades later. Systematic large scale data collection focusing on the country has only been carried out in the framework of more extensive international research projects such as HBSC. Even though Hungary does well in these comparative studies (about 5% of students admit that they are being bullied), there are 50-60 thousand students who are victimized by their peers day by day. Investigations that have been published since the end of 1990s in Hungary have explored the topic with different foci. In the first run research identified the prevalence of the phenomenon in Hungarian schools, then, focused on the different types of behaviour, the participants and roles and the localisation of violent behaviour in schools. Then emerged the development of intervention programmes and it was followed by research concerning school and class climate. Several internationally acknowledged research works as well as ones carried out in Hungary found that discipline problems as well as serious violent actions have a relation with school climate (Paksi, 2009; Mayer, 2009; Buda, 2009; Aáry-Tamás andAronson, 2010; Booren et al., 2011; Nagy et al., 2013). In those institutions where climate is more agreeable, where colleagues and students are more satisfied and feel climate more positively the extent of violent behaviour among the different participants is lower. A Hungarian national research shows that teachers and students perceive the extent of violent behaviour differently, just like they understand the nature and quality of school climate differently. Furthermore, it can also be seen that satisfaction with school and its relation to perception of the extent of school violence is dissimilar from the teachers’ and the students’ points of view (Aáry-Tamás and Aronson, 2010). It is clear that disagreeable school atmosphere is not the cause but the symptom of the fact that something goes wrong (Buda, 2009), but it is evident that these two factors are interrelated. Paksi (2009), uses an organizational trust survey developed by Sass (2008) on a large sample and found that where the organizational trust of teachers is more favourable, they are less likely to perceive the extent of violent behaviour in their institution to be high. Besides, their research also highlights that the innovative nature of an organization shows the most favourable correlation with the extent to which participants perceive violent behaviour, i.e. the more innovative an organization is, the less the teachers feel the different forms of violent behaviour to be frequent. Furthermore, several international researchers and professionals highlight the fact that there is no unified terminology and research methodology that could make the internationally and nationally conducted research comparable, which is also the case in Hungary. When designing the research it has been clear that a proper use of terminology is needed, moreover, the focus of the research also needs to be narrowed to one type of violent behaviour. Because of the complex system of roles defined by Coloroso (2014) it involves, bullying became the focus of the research. On the basis of these above mentioned school climate related international and national research, the objective of this research is to explore the relationship between the students’ beliefs about school bullying and related roles, and the way the school’s teachers perceive these and take actions in relation to it. The research focuses on the secondary school age group since according to HBSC study bullying does not cease with the increase of age, furthermore, because this is the age when students can be more easily addressed to reflect on their behaviour or beliefs.
1. Aáry-Tamás, L. és Aronson, J. (2010): Iskolai veszélyek. Complex Kiadó Kft., Budapest. 2. Booren, L. M., Handy, D. J. és Power, T. G. (2011): Examining Perceprtions of School Safety Strategies, School Climate, and Violence. Youth Violence and Juvenile Justice 2011 9(2) 171-187. 3. Buda, M. (2009): Iskolai erőszak - iskolai zaklatás. Iskolakultúra, 2009/(5-6.) p. 3-16. 4. Coloroso, B. (2003 ): The Bully, the Bullied, and the Bystander. From Preschool to HighSchool--How Parents and Teachers Can Help Break the Cycle (Updated Edition). William Morrow Paperbacks. 5. Mayer, J. (2008): Frontvonalban. Az iskolai agresszivitás néhány összetevője. FPPTI, Budapest. 6. Nagy, I., Körmendi, A. and Pataky, N. (2013): A zaklatás és az osztálylégkör kapcsolata. Magyar Pedagógia, 112.(3.) p. 129-148.
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