Document Type : Research
Authors
Abstract
This study aimed to determine the effectiveness of Bullying Recognition and prevention Program on teachers' views and beliefs about bullying and their efficacy in classroom behavior management.
For this study, 40 of female teachers primary school were selected randomly and assigned to experimental and control groups. In order to measure the research variables, the questionnaire of student social behavior and self - efficacy of teachers were used. The designed program for experimental group with bullying recognition and prevention content, was used in six 90 minutes sessions. Results of multivariate covariance analysis indicated that educational interventions was able to create meaningful changes in the two types of teachers' beliefs about bullying (assertive, normative) and their efficiency in classroom behavior management. Considering that information increase of teachers about bullying and their skill to prevent it has a positive results; the findings of study insists on the necessity of performing preparation courses and professional development for teachers and school counselors to properly deal with students' behavior problem and that can be effective in designing the content of in-service programs for teachers.
Keywords
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