A study of middle school teachers' cyberbullying cognitions, attitudes and self-efficacy in Yilan County.

• Main Authors: Li-Hung Hsieh, 謝麗紅
• Other Authors: Ming-Shinn Lee
• Format: Others
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/xk837b

碩士 === 國立東華大學 === 課程設計與潛能開發學系 === 103 === The purpose of this research is to investigate the cyberbullying cognitions, attitudes and self-efficacy of Yilan County middle school teachers by questionnaires made by the researcher as research tool, called “Questionnaires of Yilan County middle school teachers’ cyberbullying cognitions, attitudes and self-efficacy”. We surveyed 850 Yilan County middle school teachers on their cyberbullying cognitions, attitudes and self-efficacy. The statistical methods include descriptive statistics, One-way ANOVA, Pearson product-moment correlation and Multiple Linear Regression, we verified and analyzed the data obtained by the questionnaires. Finally, we have the results showed that 1.On cyberbullying cognitions, Yilan County middidle school teachers all have a considerable degree of understanding. 2.The attitudes of Yilan County middle school teachers are positive. 3.The self-efficacy of Yilan County middle school teachers are confident in dealing with cyberbullying events. 4.There’s obvious difference of middle school teachers’ cyberbullying cognitions in the variables as gender, teaching seniority and the experience of handling cyberbullying incident. 5.There’s obvious difference of middle school teachers’ cyberbullying attitudes in the variables as gender, the number of participating in study of cyberbullying and the experience of handling cyberbullying incident. 6.There’s obvious difference of middle school teachers’ cyberbullying self-efficacy in the variables as current position and the experience of handling cyberbullying incident. 7.There’s positive relation between cyberbullying attitudes and cognitions. There’s also positive relation between cyberbullying attitudes and self-efficacy. 8.Multiple regression analysis indicated that 2.8% of teachers’ cyberbullying cognitions can be predicted, based on the variables as age and full-time teacher. 9.Multiple regression analysis indicated that 2.8% of teachers’ cyberbullying attitudes can be predicted, based on the variables as age, the number of participating in study of cyberbullying and the experience of handling cyberbullying incident. 10.Multiple regression analysis indicated that 2.0% of predict teachers’ cyberbullying self-efficacy can be predicted, based on the variables as full-time teacher and the experience of handling cyberbullying incident. 11.The cyberbullying training that middle school teachers want is “legal liability about cyberbullying “, “counseling and consultation” and “case discussions”.