國中導師對校園霸凌防制政策認知與實務經驗之研究

Abstract

本研究旨在探討國中導師對校園霸凌防制政策的看法，處理校園霸凌事件的經驗，校園霸凌防制政策的落實情形，以及處理霸凌事件遇到的困境，最後根據受訪導師的意見歸納對校園霸凌防制政策的建議。本研究採質性研究訪談法，以新北市三所大型公立國中的12位導師為訪談對象。本研究發現，在政策的落實上，受訪導師傾向不利用政策資源自己處理。受訪導師多對校園霸凌有準確的認知，以經驗法則作為對校園霸凌行為的判斷標準。在處理校園霸凌事件的經驗中，面對不同類型的霸凌，導師會運用不同的手段處理，對霸凌者的處置有懲處及輔導，對被霸凌者的處置有輔導、教導自保方法、協助改善社交技巧，在處理校園霸凌事件時遇到的困境有學生面向、家長面向和學校面向。最後，本研究根據研究結果對未來政策提出幾項建議，分別為校園霸凌防制政策的制定宜從協助教師的角度出發、教育學程宜增設處理校園霸凌事件之增能課程、教育主管機關宜建立政策回饋信箱，以了解政策落實情形、教育主管機關宜規劃學生人際關係相關課程、教育主管機關宜建立校園霸凌防制諮詢窗口。The purpose of this study is to explore the understanding and views of junior high school homeroom teacher on campus anti-bullying policies, their experiences and difficulties in dealing with campus bullying incidents, and the situation of campus anti-bullying policies implementation. According to respondents’ viewpoints, researcher generalizes advices on anti-bullying policies. This research adopts interview method of qualitative research. Researcher interviewed 12 homeroom teachers from three large public junior high schools in New Taipei City.The conclusions of this study are as follows. Respondents tend to avoid using policy resources and have accurate cognitions of campus bullying, using the empirical rules to identify bullying incidents. Respondents use different methods respectively to handle different types of bullying. After bullying incidents , respondents give punishment to bullies besides counseling and teach bullied students methods of self-protection and social skills. Respondents face 3 types of barrier as handling bullying incidents, namely student, parent and school.According to research results, researcher gives suggestions on future policies including formulating teacher-based policies, adding course related to handling bullying incidents in teacher training program, creating a feedback system of policies, planning courses related to student interpersonal relationships. Establishing a campus anti-bullying consultation counter.