Speaker
Description
Theoretical background and objective of the study. The Internet plays a crucial role in the personal and social growth of adolescents. However, the Internet also facilitates the development and proliferation of cyberbullying among adolescents. Various systematic reviews have highlighted several successful didactic actions developed within the school context to address cyberbullying. Moreover, earlier studies have shown that teachers possess significant potential to address cyberbullying. Different teachers’ individual characteristics and competencies are related to their implementation of didactic actions against cyberbullying. Nevertheless, further research is still required to investigate the teachers’ profile related to their implementation of didactic actions against cyberbullying. This study aimed to examine the relation between the teachers’ profile and their implementation of didactic actions against cyberbullying. Methodology. Participants were 728 teachers (55.77% female, age: M = 44.66, SD = 9.50) from 40 secondary education schools. This quantitative, descriptive, cross-sectional, ex-post-facto and multilevel study utilized a self-report survey for data collection. Results obtained or expected. Teachers’ didactic actions against cyberbullying were predicted by having high inclusive didactics, teaching of social and emotional competencies, and teaching of responsible and safe Internet use. Conclusion with implications for practice. These results highlight the fundamental role of teachers’ profile in addressing cyberbullying, emphasizing the necessity for teacher training initiatives and robust school policies.
Keywords
cyberbullying; inclusive education; social and emotional competencies; responsible Internet use; teachers; secondary education.
| Please indicate what type of scientific contribution it is | Quantitative method study |
|---|---|
| Please also indicate what kind of contribution it is: | Scientific |
