The specificities of teachers’ assessments of the prominence of student violence

dc.creator	Popadić Dragan
dc.creator	Pavlović Zoran
dc.creator	Plut Dijana
dc.date	2013-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:25:18Z
dc.date.available	2015-07-20T22:25:18Z
dc.identifier	10.2298/ZIPI1301131P
dc.identifier	0579-6431
dc.identifier	1820-9270
dc.identifier	https://doaj.org/article/b3b5ae1293284946a5543d253c90db71
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/21376
dc.description	Bearing in mind the finding that there is a large number of primary school students at risk of peer violence, this paper attempts to provide an answer to the question of the extent of teachers’ sensitivity to such problems encountered by their students. The questionnaire was administered to 95.765 students from the third to the eighth grade in 188 primary schools and 9.141 teachers in the same schools. It has been established that there is a significant but low correlation between teachers’ concern about school violence and the risk of violence in the same schools. Teachers are the most sensitive to verbal and physical violence, while the problems caused by other forms of violence are noticed to a lesser extent. A large number of teachers (40%) are of the opinion that school is not facing the problem of violence. Generally speaking, teachers tend to underestimate the risk of violence (both regarding the number of types and the number of students at risk). Teachers who are more dedicated to their profession and whose role demands a larger extent of involvement prove to be more sensitive. Trust in school’s power to solve violence problems is correlated with the lower level of concern and consequently with the lower risk of violence among students. The most important implication of these findings is that the programmes that increase sensitivity of all participants in the education system to various forms of violence, especially relational violence, should be continued, as well as that school capacities for solving violence problems should be strengthened. [Projekat Ministarstva nauke Republike Srbije, br. 179018: Identifikacija, merenje i razvoj kognitivnih i emocionalnih kompetencija važnih društvu orijentisanom na evropske integracije i br. 47010: Društvene transformacije u procesu evropskih integracija - multidisciplinarni pristup]
dc.language	Serbian
dc.publisher	Institut za pedagoška istraživanja
dc.relation	http://www.doiserbia.nb.rs/img/doi/0579-6431/2013/0579-64311301131P.pdf
dc.relation	https://doaj.org/toc/0579-6431
dc.relation	https://doaj.org/toc/1820-9270
dc.source	Zbornik Instituta za Pedagoška Istraživanja, Vol 45, Iss 1, Pp 131-149 (2013)
dc.subject	peer violence
dc.subject	teachers’ assessments of risk of violence
dc.subject	risk of peer violence among students
dc.subject	agreement between students’ and teachers’ assessments of risk of violence
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	The specificities of teachers’ assessments of the prominence of student violence
dc.type	article