Faculty of Education, La Rioja International University, 26006 La Rioja, Spain.
Int J Environ Res Public Health. 2021 Dec 27;19(1):257. doi: 10.3390/ijerph19010257.
The aim of this work is to analyze the perceptions of Colombian, Spanish, and Ecuadorian teachers regarding cyberbullying from a cross-cultural perspective. A descriptive and analytical method was used with a quantitative approach and 240 teachers answered an ad hoc questionnaire. Most teachers in the three countries say that they do not know how to deal with this type of bullying and have not received training in this respect, with the percentages in the three countries being very similar. Spanish teachers have the highest percentage of lack of concern about cyberbullying and Colombian teachers are the ones who admit to having had the most cases of cyberbullying. In terms of reaction, the majority acted, but among those who did not, Ecuadorian teachers did not due to lack of knowledge. Forced by the pandemic to teach their classes online, teachers are increasingly concerned about cyberbullying. For the three countries, it is considered necessary to take measures in terms of legislating specific protocols to deal with cyberbullying at school and that the training plans for the degrees that give access to this profession include the competencies that allow teachers to develop appropriate strategies to respond to cyberbullying.
本研究旨在从跨文化视角分析哥伦比亚、西班牙和厄瓜多尔教师对网络欺凌的认知。研究采用描述性和分析性方法，定量研究，共有 240 名教师回答了专门设计的问卷。三个国家的大多数教师表示，他们不知道如何处理这种类型的欺凌行为，也没有接受过这方面的培训，三国的百分比非常相似。西班牙教师对网络欺凌的关注度最低，而哥伦比亚教师承认曾有过最多的网络欺凌事件。在反应方面，大多数教师采取了行动，但在那些没有采取行动的教师中，厄瓜多尔教师是因为缺乏知识。由于大流行期间被迫在线授课，教师越来越关注网络欺凌问题。三国都认为有必要采取措施，制定专门的协议，以处理学校里的网络欺凌问题，并且为进入这一职业的学位制定的培训计划应包括使教师能够制定适当策略来应对网络欺凌的能力。
