Speaker
Description
This study evaluates the knowledge and skills of public elementary school teachers in Puerto Rico regarding bullying prevention and management. A comparative quantitative approach revealed significant deficiencies in teachers' knowledge and skills, particularly in handling cyberbullying and supporting LGBTQ+ students. Data from 412 public elementary school teachers in Puerto Rico was collected using a structured questionnaire based on the Olweus Bullying Prevention Program Teacher Guide, KiVa and other antibulling programs. The quantitative method analysis included descriptive and inferential statistics to identify significant differences and deficiencies in teachers' preparedness. While 75% of teachers demonstrated a basic understanding of bullying, only 45% had an in-depth knowledge. Confidence in handling traditional bullying was reported by 60%, but only 35% felt equipped to manage cyberbullying. Significant deficiencies were found in training on cyberbullying (65% untrained) and LGBTQ+ inclusivity (70% untrained).
Findings highlight critical gaps in teachers' capacity to address bullying effectively. Comparisons with the Olweus Bullying Prevention Program and KiVa suggest the need for a more structured approach to teacher training. Despite possessing a basic understanding of bullying, public elementary school teachers in Puerto Rico exhibit substantial gaps in their skills and knowledge, primarily due to insufficient training. This research underscores the need for enhanced and comprehensive teacher training programs. Recommendations include mandatory training covering all aspects of bullying, ongoing workshops, seminars, and online courses and continuous assessment of the effectiveness of training programs and bullying prevention strategies. Future studies should explore the long-term impact of improved teacher training on bullying incidents.
Keywords
Teachers Training Policy Cyberbullying LGBTTQ+
| Please indicate what type of scientific contribution it is | Quantitative method study |
|---|---|
| Please also indicate what kind of contribution it is: | Scientific |
