Rajbhandari Jyotshna, Rana Karna
Faculty of Social Sciences and Education, Nepal Open University & St. Lawrence College, Kathmandu, Nepal.
Faculty of Social Sciences and Education, Nepal Open University, Lalitpur, Nepal.
Int J Bullying Prev. 2022 Apr 22:1-13. doi: 10.1007/s42380-022-00121-1.
Teachers can be potential victims of cyberbullying, particularly targeted by their students at their workplaces. The growing use of social media has been observed promoting cyberbullying in addition to face-to-face bullying. Often neglected by academic organisations and policymakers, cyberbullying has become one of the biggest challenges for teachers to manage normal teaching and learning. This article reports an examination of teachers' experiences of how they were cyberbullied by students particularly on social media and their coping mechanisms. This qualitative study utilised online semi-structured interviews with twenty teachers and observation of their Facebook account to explore their familiarities with the digital era agitations. Findings indicate how teachers on social media become victims of trivial belittling, unethical requests, uninvited sexual advances made by students and colleagues, insolence, sabotaging of shared contents and trolling of manipulative contents. While this article explored individual coping strategies of sharing, ignoring and enhancing self-efficacy to handle technology strongly and confidently, it concludes with the implications of collaborative coordination necessary for the development of strong policies and strict cyber laws for ensuring teachers' cybersecurity in similar contexts.
教师可能成为网络欺凌的潜在受害者，尤其是在工作场所受到学生的针对性攻击。人们注意到，社交媒体使用的增加除了助长面对面欺凌外，还推动了网络欺凌的发生。网络欺凌常常被学术机构和政策制定者忽视，已成为教师管理正常教学面临的最大挑战之一。本文报告了一项关于教师如何在社交媒体上受到学生网络欺凌的经历以及他们应对机制的调查。这项定性研究通过对20名教师进行在线半结构化访谈，并观察他们的脸书账户，以探究他们对数字时代干扰的熟悉程度。研究结果表明，教师在社交媒体上如何成为琐碎贬低、不道德要求、学生和同事不请自来的性侵犯、无礼行为、破坏共享内容以及操纵性内容恶意攻击的受害者。虽然本文探讨了分享、忽视以及增强自我效能以坚定自信地应对技术的个人应对策略，但最后得出结论，在类似情况下，制定强有力的政策和严格的网络法律以确保教师的网络安全，需要进行协作协调。
