A Study On Bullying Cognition Of Middle School Teachers

Bullying phenomenon is still common in many students' daily experience,As the direct or indirect influence layer of bullying behavior and the front-line practitioners of bullying management,not only based on teachers' role awareness constantly bullying,and usually in the form of mutual nesting,constant interaction to promote or prevent bullying,teachers accurate recognition of bullying is the important factor affecting the development of bullying.Therefore,in the school field,what is the status of teachers' perception of school bullying? What are the factors that affect teachers' cognition?How to optimize countermeasures? This is the basic logical thinking and the problem to be solved in this study.Based on the analysis of domestic and foreign studies on teachers' cognition of school bullying,this study used the interview method to investigate the cognition of middle school teachers on school bullying and the factors affecting teachers' cognition.The design of the interview outline refers to the interview outline of Michele L.Ybarra,Dorothy L.Espelage and others.Based on the existing theoretical results and combining with the current situation of domestic school bullying,the interview outline of this study is finally designed,and five samples were interviewed in advance.The interview samples were selected nationwide by convenience sampling method.A total of 40 interviews were conducted until the research point of view was saturated and homogenous point of view was repeated,and five of them were interviewed twice.Nvivo software was used for data processing and statistical summary of the interview survey results,and the interview text was coded and classified for in-depth analysis and summary.The survey found that junior high school teachers' cognition of school bullying mainly included six dimensions,namely,junior high school teachers' cognition of school bullying,attitude,recognition and response,perception of the bully and the victim,and the source and way of teachers' cognition of school bullying.According to the understanding of the reasons and factors that influence teachers' cognition of bullying,the influencing factors are summarized.There are six factors,including the risk assessment of anti-bullying behavior by teachers,the degree of teachers' participation in anti-bullying,the lack of teachers' knowledge of bullying,the over-reliance of parents on teachers' anti-bullying,the insufficient training and support of schools on teachers' anti-bullying quality,and the interference of public opinion on teachers' cognition of bullying.In order to promote junior high school teachers to play an important role in preventing school bullying,this study proposes optimization measures from six aspects.First,it is necessary to improve teachers' negative perception of school bullying;Second,teachers should be helped to form a correct concept of participating in school bullying.Third,ensure that teachers have access to quality anti-bullying knowledge;Fourth,we should enhance the effectiveness of parent-teacher cooperation against bullying;Fifth,the school should become the teacher's anti-bullying rely on and support;Sixth,teachers should be trained to positive emotion cognition of public opinion.In this way,teachers' knowledge and ability to prevent and control school bullying can be comprehensively improved,the cultural and emotional construction of school bullying can be strengthened,and perfect support forces can be provided to optimize teachers' cognition of school bullying.