| Abstract | Nekorektno i nasilno ponašanje nad učiteljima problem je na svjetskoj razini. U SAD-u prema podacima iz 2013. i 2014. godine, 80% nastavnika izloženo je nasilju (McMahon i sur. 2014., Espelage i sur. 2014), a u Republici Hrvatskoj prema podacima iz 2016. godine, čak 72,8% nastavnika izloženo je nasilnom ponašanju u školi (Bilić, 2016). Polazeći od pretpostavke da su učitelji i u našim školama izloženi nasilnom ponašanju učenika, roditelja i kolega na poslu, provedeno je istraživanje kojemu je cilj utvrditi učestalost izloženosti učitelja nasilnom ponašanju i kako se žrtve osjećaju nakon doživljenog nasilja, te postoji li povezanost između nasilja učenika, njihovih roditelja i drugih učitelja. U teorijskom dijelu definirani su i opisani međusobni odnosi u školi, te nasilje i oblici nasilja koji se javljaju u školi. Navedeni su i neki važniji zakonski akti koji štite učitelje od nasilnog ponašanja u školi. Da je nasilje nad učiteljima ozbiljan problem, pokazuju rezultati empirijskog istraživanja koji su dobiveni u ovome radu. U istraživanju u kojemu je sudjelovalo 50 učitelja i učiteljica razredne nastave, samo njih 9 nikada nije bilo izloženo nasilnom ponašanju u školi. Učitelji su, u našim školama, najčešće izloženi verbalnom nasilju učenika, njihovih roditelja i drugih učitelja. Više od polovine učitelja doživjelo je da učenici na njih viču, a nešto manje od polovine učitelja, njih 42% doživjelo je da roditelji učenika viču na njih. Vikanje i podizanje tona je najučestalije i među učiteljima, a čak 12% doživjelo je to više od jedanput. Manje učestalo jest fizičko nasilje, dok elektroničko nasilje skoro pa i nije zastupljeno ili učitelji toga nisu ni svjesni. Reakcije učitelja također su ozbiljan pokazatelj ovog problema. Nakon nasilnog ponašanja učenika, 40% učitelja osjećalo se tužno, dok je nakon nasilnog ponašanja roditelja najviše učitelja osjećalo razočaranje, njih 34%. Razočaranje se također javlja i nakon doživljenog nasilja drugih učitelja, čak 38% učitelja rade s kolegama od kojih su doživjeli razočaranje. Zabrinjavajuće je što učitelji u našim školama rade s takvim osjećajima koji nisu nimalo poželjni u školi. Jedan od ciljeva bio je i utvrditi povezanost nasilja učenika, njihovih roditelja i drugih učitelja. Korelacijskom analizom utvrđena je statistički značajna povezanost između učestalosti nasilja učenika i nasilja drugih učitelja kao i između učestalosti nasilja učenika i njihovih roditelja. Što ne znači da su jedno drugome uzrok, ali sugerira da su izloženi višestrukom nasilju. Zaključeno je da je nasilje nad učiteljima ozbiljan problem u našim školama, koji je još uvijek nedovoljno istražen i kojemu se ne posvećuje dovoljno pažnje. Učitelji nisu spremni na takva ponašanja učenika, njihovih roditelja i drugih učitelja, niti ih zaslužuju. S druge strane, nisu dovoljno pripremljeni ni zaštićeni i teško im je obraniti se od takvih ponašanja koja su u zadnje vrijeme sve učestalija. A učitelje treba poticati da se bore protiv toga. |
| Abstract (english) | Inappropriate and violent teacher directed behavior is a problem on a global level. In the US, according to data from 2013. and 2014., 80% of teachers are being exposed to violence (McMahon i sur. 2014., Espelage i sur. 2014), and in Croatia, 72,8% of them are being exposed to violent behavior in school (Bilić, 2016). Starting from the premise that teachers in our schools are exposed to student, parent and colleague violent behavior, a study has been carried out which goal was to determine the frequency of said violent behavior, how the victims feel after experiencing such incidents, and if there is a connection between the violence exhibited by students with that of the parents and other teachers. The theoretical part also contains a description of social interactions within school ground, describes said violence, and classifies it into types. Some more important laws and regulations, which should protect teachers from violent behavior, are also noted. That teacher centered violence is a serious issue, which is also confirmed by the empirical research gathered for this thesis. In a study with 50 participating teachers, only 9 of them have never been exposed to any kind of violent behavior within school. Teachers are, in our schools, most often exposed to verbal abuse by students, their parents, and their fellow teachers. More than half of the teachers have experienced being yelled at by students, while less than half, 42% of them have experienced being yelled at by parents. Yelling and raised voices are quite frequent even among teachers, 12% of them have experienced the issue more than once. Less frequent is physical abuse, while electronic abuse is almost non-existent, or teachers simply are not aware of it happening. Teachers’ reactions are also an indicator of the aforementioned being a serious issue. After experiencing student violence, 40% of teachers felt sad, while after experiencing parent violence, most teachers, 34% of them, felt disappointed. Disappointment is also evident after experiencing fellow teacher violence, 38% of teachers work with colleagues that forced them to feel that way. It is an alarming fact that teachers in our schools work with those feelings, which of course, are not in the least desirable in that environment. One of the goals of the study was also to determine a connection between student violence, and the violence of their parents and teachers. By using correlational analysis, a statistically relevant connection between the frequency of student violence and teacher violence, but also a connection between the frequency of student violence and the violent acts of their parents was determined. This does not signify that they are each other’s mutual cause, but it does suggest that they are exposed to violence directed from multiple sources. It was concluded that teacher centered violence is a serious issue in our schools, one that is still insufficiently researched and one without given proper attention. Teachers are not ready for such student and parent behavior, nor do they deserve it. On the other hand, they are not sufficiently prepared nor protected, and it is hard for them to defend themselves from these types of behavior which are more and more frequent. Teachers should be encouraged to fight against it. |
