https://doi.org/10.59132/viz/2025/1/7-12
Izvleček
V prispevku predstavljamo rezultate raziskave, ki je potekala v okviru projekta Program NEON – Varni brez nasilja. Zanimalo nas je, kako pozitivni in negativni vidik odnosov med učitelji in učenci ter odnosna kompetentnost in osebna prožnost učiteljev delujejo na odzivanje učiteljev v primerih medvrstniškega nasilja. V raziskavi je sodelovalo 187 učiteljev razrednikov oddelkov 4. in 5. razreda, ki so izpolnili vprašalnike v elektronski obliki. Rezultati so pokazali, da lahko z vključenimi spremenljivkami pojasnimo precejšen delež (51,5 %) razlik med učitelji v tem, kako prepričani so o tem, da znajo vzpostaviti in ohranjati jasna pravila glede medvrstniškega nasilja in ustvariti varno okolje ter vedo, kako ustrezno ukrepati v primeru različnih oblik medvrstniškega nasilja. Na koncu prispevka je predstavljenih nekaj praktičnih implikacij za šolsko okolje.
Abstract
Teacher Relational Competence and Individual Resilience as Factors in Addressing Peer Bullying
This article presents the findings of a study conducted as part of Project NEON – Safe Without Violence. The study aimed to explore how positive and negative aspects of teacher-student relationships, along with teacher relational competence and individual resilience, shape teachers‘ responses to incidents of peer bullying. An online survey was completed by 187 primary teachers who teach fourth and fifth grades. The results indicated that the variables examined account for a significant proportion (51.5%) of the differences among teachers regarding their confidence in establishing and maintaining clear rules about peer bullying, thus creating a safe environment and responding appropriately to various forms of peer bullying. The paper concludes with practical implications for the school environment.