Practices for dealing with bullying by educators in Pakistan: Results from a study using the handling bullying questionnaire

AbstractThe presence of bullying and cyberbullying in Pakistani primary, secondary, and tertiary institutions has been widely studied. The detrimental effects of these forms of aggression on students’ physical, mental, and emotional well-being have been extensively documented. However, there is litt...
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Autor*in:	Sohni Siddiqui [verfasserIn] Anja Schultze-Krumbholz [verfasserIn] Preeta Hinduja [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2023

Schlagwörter:	bullying and cyberbullying in Pakistan strategies to handle bullying Pakistani educators bullying intervention cyberbullying intervention

Übergeordnetes Werk:	In: Cogent Education - Taylor & Francis Group, 2014, 10(2023), 2
Übergeordnetes Werk:	volume:10 ; year:2023 ; number:2

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.1080/2331186X.2023.2236442

Katalog-ID:	DOAJ099222825

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spelling	10.1080/2331186X.2023.2236442 doi (DE-627)DOAJ099222825 (DE-599)DOAJ3c49988bd998433f97de0355d90e34a2 DE-627 ger DE-627 rakwb eng L7-991 Sohni Siddiqui verfasserin aut Practices for dealing with bullying by educators in Pakistan: Results from a study using the handling bullying questionnaire 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier AbstractThe presence of bullying and cyberbullying in Pakistani primary, secondary, and tertiary institutions has been widely studied. The detrimental effects of these forms of aggression on students’ physical, mental, and emotional well-being have been extensively documented. However, there is little literature describing how teachers in their professional institutions have addressed bullying using common approaches. In a cross-sectional survey, we collected data from 454 teachers working in various educational institutions in Pakistan. One-way ANOVAs indicate that severe punitive measures are still the most commonly used strategy by teachers in Pakistan to deal with bullying. We also found that primary school teachers are more likely to involve parents in solving the problems compared to higher educational institutions. Moreover, teachers from rural backgrounds were less likely to punish students and less likely to intervene in bullying incidents. The reasons for these behaviors are discussed in the discussion section. It is recommended that educators be trained to be able to address these issues with other effective strategies, such as empowering victims and counseling bullies more frequently. bullying and cyberbullying in Pakistan strategies to handle bullying Pakistani educators bullying intervention cyberbullying intervention Education (General) Anja Schultze-Krumbholz verfasserin aut Preeta Hinduja verfasserin aut In Cogent Education Taylor & Francis Group, 2014 10(2023), 2 (DE-627)813203473 (DE-600)2804532-4 2331186X nnns volume:10 year:2023 number:2 https://doi.org/10.1080/2331186X.2023.2236442 kostenfrei https://doaj.org/article/3c49988bd998433f97de0355d90e34a2 kostenfrei https://www.tandfonline.com/doi/10.1080/2331186X.2023.2236442 kostenfrei https://doaj.org/toc/2331-186X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 10 2023 2
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allfieldsSound	10.1080/2331186X.2023.2236442 doi (DE-627)DOAJ099222825 (DE-599)DOAJ3c49988bd998433f97de0355d90e34a2 DE-627 ger DE-627 rakwb eng L7-991 Sohni Siddiqui verfasserin aut Practices for dealing with bullying by educators in Pakistan: Results from a study using the handling bullying questionnaire 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier AbstractThe presence of bullying and cyberbullying in Pakistani primary, secondary, and tertiary institutions has been widely studied. The detrimental effects of these forms of aggression on students’ physical, mental, and emotional well-being have been extensively documented. However, there is little literature describing how teachers in their professional institutions have addressed bullying using common approaches. In a cross-sectional survey, we collected data from 454 teachers working in various educational institutions in Pakistan. One-way ANOVAs indicate that severe punitive measures are still the most commonly used strategy by teachers in Pakistan to deal with bullying. We also found that primary school teachers are more likely to involve parents in solving the problems compared to higher educational institutions. Moreover, teachers from rural backgrounds were less likely to punish students and less likely to intervene in bullying incidents. The reasons for these behaviors are discussed in the discussion section. It is recommended that educators be trained to be able to address these issues with other effective strategies, such as empowering victims and counseling bullies more frequently. bullying and cyberbullying in Pakistan strategies to handle bullying Pakistani educators bullying intervention cyberbullying intervention Education (General) Anja Schultze-Krumbholz verfasserin aut Preeta Hinduja verfasserin aut In Cogent Education Taylor & Francis Group, 2014 10(2023), 2 (DE-627)813203473 (DE-600)2804532-4 2331186X nnns volume:10 year:2023 number:2 https://doi.org/10.1080/2331186X.2023.2236442 kostenfrei https://doaj.org/article/3c49988bd998433f97de0355d90e34a2 kostenfrei https://www.tandfonline.com/doi/10.1080/2331186X.2023.2236442 kostenfrei https://doaj.org/toc/2331-186X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 10 2023 2
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topic_title	L7-991 Practices for dealing with bullying by educators in Pakistan: Results from a study using the handling bullying questionnaire bullying and cyberbullying in Pakistan strategies to handle bullying Pakistani educators bullying intervention cyberbullying intervention
topic	misc L7-991 misc bullying and cyberbullying in Pakistan misc strategies to handle bullying misc Pakistani educators misc bullying intervention misc cyberbullying intervention misc Education (General)
topic_unstemmed	misc L7-991 misc bullying and cyberbullying in Pakistan misc strategies to handle bullying misc Pakistani educators misc bullying intervention misc cyberbullying intervention misc Education (General)
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title_sort	practices for dealing with bullying by educators in pakistan: results from a study using the handling bullying questionnaire
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title_auth	Practices for dealing with bullying by educators in Pakistan: Results from a study using the handling bullying questionnaire
abstract	AbstractThe presence of bullying and cyberbullying in Pakistani primary, secondary, and tertiary institutions has been widely studied. The detrimental effects of these forms of aggression on students’ physical, mental, and emotional well-being have been extensively documented. However, there is little literature describing how teachers in their professional institutions have addressed bullying using common approaches. In a cross-sectional survey, we collected data from 454 teachers working in various educational institutions in Pakistan. One-way ANOVAs indicate that severe punitive measures are still the most commonly used strategy by teachers in Pakistan to deal with bullying. We also found that primary school teachers are more likely to involve parents in solving the problems compared to higher educational institutions. Moreover, teachers from rural backgrounds were less likely to punish students and less likely to intervene in bullying incidents. The reasons for these behaviors are discussed in the discussion section. It is recommended that educators be trained to be able to address these issues with other effective strategies, such as empowering victims and counseling bullies more frequently.
abstractGer	AbstractThe presence of bullying and cyberbullying in Pakistani primary, secondary, and tertiary institutions has been widely studied. The detrimental effects of these forms of aggression on students’ physical, mental, and emotional well-being have been extensively documented. However, there is little literature describing how teachers in their professional institutions have addressed bullying using common approaches. In a cross-sectional survey, we collected data from 454 teachers working in various educational institutions in Pakistan. One-way ANOVAs indicate that severe punitive measures are still the most commonly used strategy by teachers in Pakistan to deal with bullying. We also found that primary school teachers are more likely to involve parents in solving the problems compared to higher educational institutions. Moreover, teachers from rural backgrounds were less likely to punish students and less likely to intervene in bullying incidents. The reasons for these behaviors are discussed in the discussion section. It is recommended that educators be trained to be able to address these issues with other effective strategies, such as empowering victims and counseling bullies more frequently.
abstract_unstemmed	AbstractThe presence of bullying and cyberbullying in Pakistani primary, secondary, and tertiary institutions has been widely studied. The detrimental effects of these forms of aggression on students’ physical, mental, and emotional well-being have been extensively documented. However, there is little literature describing how teachers in their professional institutions have addressed bullying using common approaches. In a cross-sectional survey, we collected data from 454 teachers working in various educational institutions in Pakistan. One-way ANOVAs indicate that severe punitive measures are still the most commonly used strategy by teachers in Pakistan to deal with bullying. We also found that primary school teachers are more likely to involve parents in solving the problems compared to higher educational institutions. Moreover, teachers from rural backgrounds were less likely to punish students and less likely to intervene in bullying incidents. The reasons for these behaviors are discussed in the discussion section. It is recommended that educators be trained to be able to address these issues with other effective strategies, such as empowering victims and counseling bullies more frequently.
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title_short	Practices for dealing with bullying by educators in Pakistan: Results from a study using the handling bullying questionnaire
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