TEACHER\u27S PERCEIVED WORK CHARACTERISTICS AND WORK ENGAGEMENT AS FACTORS OF PERCEIVING AND RESPONDING TO BULLYING

Medvrstniško nasilje je in ostaja pereč problem šol in širše javnosti. Kar nekaj raziskav se je že osredotočalo na preučevanje nasilja med vrstniki, in sicer predvsem na to, kako nasilje nastane in kako ga lahko preprečimo. V pričujoči raziskavi smo se osredotočili na odnos med medvrstniškim nasiljem in zaznanimi značilnostmi dela ter delovno zavzetostjo učiteljev. Namen naše raziskave je bil preučiti problematiko medvrstniškega nasilja in raziskati odnos med delovnimi viri, delovnimi zahtevami in razredno klimo ter zaznavanjem nasilja in odzivanjem na nasilje s strani učitelja. V raziskavi je sodelovalo 360 učiteljev, zaposlenih na 22 različnih šolah, ki so reševali več različnih vprašalnikov: Vprašalnik delovnih zahtev in virov, Vprašalnik delovne zavzetosti, Vprašalnik razredne klime in prilagojena vprašalnika zaznavanja medvrstniškega nasilja in odzivanja nanj. Rezultati kažejo, da se je pri zaznavanju medvrstniškega nasilja kot statistično pomemben napovednik pokazalo poročanje (dimenzija razredne klime). Pri odzivanju na nasilje pa se niti eden izmed štirih dejavnikov ni pokazal kot statistično pomemben.Bullying remains a relevant issue in schools and broader public. Several studies have examined bullying, focusing on factors that lead to such violence and methods for its prevention. Our study focused on the relationship between teacher perceived bullying, perceived characteristics of work and teacher reported work commitment. The aim of our study was to examine the issue of bullying and investigate the relationship between the work resources, work demands and classroom climate, as well as teacher perception of bullying behaviour and their response to it. 360 teachers from 22 different schools participated in our research. They answered several questionnaires, such as Work Demands and Resources Questionnaire, Work Engagement Questionnaire, Classroom Climate Questionnaire, Questionnaire of Teacher\u27s Detection of and Responding to Bullying, which have been modified for the purpose of this research. Results show reporting (a dimension of classroom climate) to be a statistically significant predictor of bullying detection. None of the four factors appeared as statistically significant for responding to bullying