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Teachers’ Competency Research of prevention and intervention of School Violence through Students' Experience

  • The Korean Journal of School Psychology
  • Abbr : KJSP
  • 2017, 14(2), pp.181-208
  • DOI : 10.16983/kjsp.2017.14.2.181
  • Publisher : The Korean Journal of School Psychology
  • Research Area : Social Science > Psychological Science > School / Educational Psychology
  • Received : June 18, 2017
  • Accepted : August 19, 2017
  • Published : August 31, 2017

limjaeyoun 1

1목원대학교

Accredited

ABSTRACT

The purpose of this study is to closely examine teachers' competency in prevention and intervention of school violence based on students' experience. In order to achieve this, a total of 10 students (victims and perpetrators) who have experienced school violence and how it was handled by the school were interviewed. Afterwards, the interviews were analyzed by Consensual Qualitative Research (CQR). Results indicate that teachers' competency on school violence which were considered important by the students have been divided into a total of 4 areas and 16 categories. 4 areas are the following; awareness and attitudes of teachers toward school violence, procedures and methods of intervention by teachers, skills and competence of teachers in dealing with school violence issues, and ability of teachers in preventing school violence. According to the perspectives of students, it is necessary for teachers to have awareness and attitudes in acknowledging the seriousness of even the minor school violence cases and trying to resolve those cases actively and properly, to have methods to intervene in an educational way to follow the principles of the procedures, to have skills and competence to counsel, mediate and supervise relevant students, to establish positive relationships with students, and to have leadership and class managing skills to prevent school violence. This study is expected to provide fundamental research data to reinforce the competency of teachers in prevention and intervention of school violence. Especially this study is significant as it presents teachers' competency of differentiated intervention when dealing with victims and perpetrators at school. Also, based on the results of this study, the commonalities and the differences between the perspectives of students and the perspectives of teachers (from the preceding research) regarding the competency of teachers concerning school violence were discussed.

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This paper was written with support from the National Research Foundation of Korea.
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