Abstract
The objective of the present study was to explore, in three European countries (Spain, Hungary and the Czech Republic), teachers' perception of the prevalence of different problematic aspects related to coexistence in schools, and of how they are personally affected by these aspects. The results reveal a high prevalence of fights, insults and demotivation/boredom in pupils, according to teachers in these three countries, and they also report pupils' demotivation/boredom as the aspect that most affects them personally. By countries, Spain and the Czech Republic present the highest rates of school violence, with Hungary showing significantly lower rates. Also, there are differences between the three countries analyzed as regards the prevalence and repercussions of a range of coexistence problems studied.
Résumé
L'objectif de cette étude a été de faire connaître la perception qu'a le professorat de trois pays européens (Espagne, Hongrie et République Tchèque) de la prévalence et de la capacité d'affecter personnellement de divers aspects affectant la vie en commun scolaire. Les résultats montrent une grande prévalence de disputes, insultes et démotivation/ennui des élèves, selon les enseignants de ces pays. Cependant, ils signalent aussi en tant qu'aspect qui les affecte personnellement le plus, la démotivation/ennui des élèves filles et garçons. Par ordre de pays, ce sont l'Espagne et la République Tchèque qui présentent les taux les plus élevés de violence scolaire, la Hongrie venant après de manière significative. On trouve aussi des différences dans les trois pays analysés quant à la prévalence et à la capacité d'affecter des divers problèmes de vie en commun scolaire étudiés.
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This work forms part of a research project financed by the Commission for Education and Culture of the European Union (Ref. 112569-CP-1-2003-1-ES-COMENIUS-C21).
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Linares, J.J.G., Díaz, A.J.C., Fuentes, M.d.C.P. et al. Teachers' perception of school violence in a sample from three european countries. Eur J Psychol Educ 24, 49–59 (2009). https://doi.org/10.1007/BF03173474
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DOI: https://doi.org/10.1007/BF03173474