Original scientific paper
https://doi.org/10.21464/mo.29.1.10
The relationship between competence, assessment of the severity of a violent situation and teacher intervention in cases of peer violence
Vesna Bilić
orcid.org/0000-0003-2306-5803
; Faculty of Teacher Education, University of Zagreb, Croatia
Abstract
In recent times, teachers are considered to play a key role in dealing with the problem of peer violence and their competence is very important for quality interventions. The aim of this study was to examine the relationship between competence and perceived severity of a violent situation in predicting teacher intervention in cases of peer violence. The research was conducted on a nationally representative sample (N = 639) of primary school teachers in the Republic of Croatia, average age 43 years (SD = 10,599). In addition to the socio-demographic characteristics questionnaire, data was collected via Vignettes and the Self- Assessment Competence Scale for Teachers’ Work on Peer Violence Problems. In addition to the analysis of the basic determinants of competence, it was found that teachers who are more competent will assess violence somewhat more seriously than their less competent colleagues, and those who perceive violence more seriously will also intervene more often. The results show that competence has a significant predictive role in predicting interventions, and in this respect the severity of violence has a moderating effect. Teachers with low competence and low perception of the severity of violence have the lowest probability of intervention, and teachers with high levels of competence who assess violence as serious have the highest probability of intervention.
Keywords
peer violence; competence; school; teachers; prevention; interventions
Hrčak ID:
279489
URI
Publication date:
21.6.2022.
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