Izloženost nastavnika nasilnom ponašanju učenika u srednjim školama za učenike sa smetnjama u razvoju

Abstract

Poslednjih godina, viktimizacija nastavnika na radnom mestu postala je predmet interesovanja brojnih istraživača iz različitih zemalja. Prethodna istraživanja sugerišu da je većina nastavnika doživela nasilno ponašanje učenika tokom karijere, a da su nastavnici zaposleni u školama za učenike sa smetnjama u razvoju posebno ugroženi. Cilj ovog istraživanja je utvrđivanje razlika u učestalosti i pojavnim oblicima nasilnog ponašanja učenika prema nastavnicima u srednjim školama za učenike sa smetnjama u razvoju u odnosu na druge srednje škole. Uzorak čini 96 nastavnika u školama za učenike sa smetnjama u razvoju i 566 nastavnika u gimnazijama, srednjim stručnim školama i srednjim umetničkim školama. Za procenu viktimizacije nastavnika korišćen je upitnik Radne grupe za nasilje u učionici usmereno prema nastavnicima Američkog udruženja psihologa (APA Classroom Violence Directed Against Teachers Task Force). Rezultati istraživanja pokazuju da između dva poduzorka nastavnika nema razlika u ukupnoj viktimizaciji, ali da postoje značajne razlike u pogledu pojavnih oblika nasilnog ponašanja učenika kojima su izloženi. Nastavnici u školama za učenike sa smetnjama u razvoju učestalije su izloženi nepristojnim rečima [t (115,953) = -2,841; p = 0,005; η2 = 0,01] i nepristojnim gestovima [t (111,666) = -2,441; p = 0,016; η2 = 0,01], a nastavnici u drugim srednjim školama elektronskom nasilju [t (572,475) = 4,617; p < 0,001; η2 = 0,03] i pretnjama oružjem [t (565,000) = 3,498; p = 0,001; η2 = 0,02]. Dobijeni nalazi podržavaju pretpostavku o specifičnostima nasilnog ponašanja učenika prema nastavnicima u školama za učenike sa smetnjama u razvoju i impliciraju potrebu za daljim proučavanjem ove problematike.

In recent years, victimization of teachers in the workplace has become a subject of interest to numerous researchers from different countries. Previous research suggests that most teachers have experienced students’ violent behavior during their careers, and that teachers in schools for students with disabilities are particularly vulnerable. The aim of this research was to determine the differences inequency and forms of students’ violent behavior directed against teachers in secondary schools for students with disabilities compared to other secondary schools. The sample consisted of 96 teachers in secondary schools for students with disabilities and 566 teachers in grammar schools, vocational secondary schools and secondary art schools. APA Classroom Violence Directed Against Teachers Task Force questionnaire was used to collect data on students’ violent behavior directed against teachers. Research results indicated that there were no differences in total victimization between two subsamples of teachers, but there were significant differences in the forms of students’ violent behavior they were exposed to. Teachers in schools for students with disabilities were more often exposed to obscene remarks [t (115.953) = -2.84; p = 0.005; η2 = 0.01] and obscene gestures [t (111.666) = -2.44; p = 0.016; η2 = 0.01], while exposure to electronic violence [t (572.475) = 4.62; p < 0.001; η2 = 0.03] and weapons threats [t (565.000) = 3.50; p = 0.001; η2 = 0.02] were more frequent in other secondary schools. The obtained findings support the assumption about the specificities of students’ violent behavior directed against teachers in schools for students with disabilities and imply the need for further study of this problem.