Ingrid Emmer ová, PhD, T omáš Jablonský, PhD, Mojca Blažič, PhD Aggressive Behaviour of Pupils towards Teachers Pr ejeto 15.05.2022 / Spr ejeto 31.03.2023 Znanstveni članek UDK 364.632:37.064.2(437.6) KLJUČNE BESEDE: agr esivno vedenje učencev do učiteljev , kibernetska agr esija učencev do učiteljev , raziskovanje agr esivnega vedenja učencev do učite- ljev , pr eventiva v šolah POVZETEK – Agr esivno vedenje do učiteljev je za- skrbljujoče, saj ima lahko različne oblike, vključno s fizičnim nasiljem, verbalno zlorabo, gr ožnjami in ustrahovanjem. T ovrstno vedenje ima lahko r esne po- sledice tako za učite lja kot za vpletene učence, zato je pomembno, da ga v šolskem okolju obravnavamo hi- tr o in učinkovito. T a pr egledna študija se osr edotoča na agr esivno vedenje učencev do učiteljev na Slova- škem. Analizira aktualne znanstvene študije, izvede- ne od leta 2010 dalje. Rezultati raziskav kažejo, da je agr esivno vedenje do učiteljev na Slovaškem zelo razširjeno. Na podlagi analize so obliko vani nekateri zaključki in pr edlogi za pedagoško prakso. Received 15.05.2022 / Accepted 31.03.2023 Scientific article UDC 364.632:37.064.2(437.6) KEYWORDS: aggr essive behaviour of pupils towar ds teachers, cyberaggr ession of pupils towar ds teachers, r esear ch of aggr essive behaviour of pupils towar ds teachers, pr evention in schools ABSTRACT – Aggressive behaviour towards teachers is a concerning issue that can take many forms, includ- ing physical violence, verbal abuse, thr eats, and bul- lying. This type of behaviour can have serious conse- quences for both the teacher and the students involved, and it is important to addr ess it in the school envir on- ment pr omptly and effectively . This overview study is focused on the aggr essive behaviour of pupils towar ds teachers in the Slovak Republic. It analyses the curr ent scientific studies implemented since 2010. The r esults of the studies show that aggressive behaviour towards teachers is widespr ead in Slovakia. Based on the anal- ysis, some conclusions and suggestions for pedagogi- cal practice ar e formulated. 1 Introduction Aggressive behaviour is definitely a complex and multicausal socio-pathological phenomenon. The increase in aggressive behaviour and its occurrence among ever- younger pupils is becoming a substantial problem of today (Bellová, 2021; Emmerová, 2014; Hollá and Kurincová, 2013; Kirves and Sajaniemi, 2012; Saracho, 2017). It is manifested in various forms, including physical violence, verbal abuse, threats, and bul- lying. Aggression is a continuous process that can intensify – from disobeying the rules, through verbal and non-verbal threats, damaging property, up to causing physical harm to others (Daly and Sterba, 2011). Aggressive behaviour towards teachers in the form of cyberbullying is a growing problem in the digital age, where anonymous and instant communication through social media and other online platforms has made it easier for students to harass and intimidate their teachers, as many authors have pointed out (De Wett, 2020; Espelage et al., 2013; Garrett, 2014; Kauppi and Pörhölä, 2012; Kopecký and Szotkowski, 2017; Lokmic et al., 2013). DOI: https://doi.org/10.55707/ds-po.v38i1.5 64 Didactica Slovenica – Pedagoška obzorja (1, 2023) This type of bullying can take many forms, including spreading false rumours, shar- ing embarrassing photos or videos, sending threatening or abusive messages, or creat- ing fake profiles or websites to mock or humiliate the teacher. It is worth pointing out that traditional bullying and cyberbullying are common occurrences around the world, and many studies confirm the co-occurrence and overlap of these two types of bullying and victimisation. The specifics of cyberbullying include an increased potential for a large audience; an increased potential for anonymous bullying; lower levels of direct feedback from the victim; a changed power ratio; decreased time and space limits; low- er levels of supervision; easier avoidance of penalties due to a lack of control (Pšunder and Kozmus, 2020). Pupils try to record teachers in some compromising situation and they post this recording on the Internet. Sometimes pupils intentionally provoke the teacher and post his/her reaction on the web. The impact of cyberbullying on teachers can be severe, including emotional dis- tress, damage to their professional reputation and, in extreme cases, loss of employ- ment. It has a deep effect on their mental and physical wellbeing; it can lead to depres- sion, frustration, resignation, or even suicide. Therefore, effective prevention and ap- propriate intervention are imperative. Identifying the motives associated with bullying is essential to implement intervention and prevention in public primary schools. According to Hollá (2012), the typical forms of cyberattacks against teachers con- nected with the Internet include: □ Creating offensive groups on social media that contain sexually obscene comments and insults, comments on their professional competence; □ Writing a message under the teacher’s name; □ Removing something a teacher posted on the Internet; □ Recording and reporting on school situations on the Internet; □ Inappropriate, insulting, slanderous discussion groups about a teacher. We can add other forms (Kopecký and Szotkowski, 2016a): □ Cyberbaiting (provoking a teacher and recording his/her reaction on a mobile phone and then publishing it on the Internet); □ Sharing degrading materials that involve a teacher (photos or videos from the school environment and outside the school environment) and their subsequent commenting; □ Creating fake and degrading teacher’s websites; □ Creating fake and degrading teacher’s profiles; □ Threatening and intimidating a teacher; □ Extorting a teacher; □ Hacking into a teacher’s online account and the subsequent theft of his/her identity. Technology is a part of young people’s everyday lives, but its unsuitable and un- critical use can mean many disadvantages, hazards and traps. The use of technology cannot be banned among young people, but we can adequately prepare them for its use by familiarizing them with the drawbacks and risks (Cvek and Pšunder, 2019). Hollá (2012) mentions the reasons which lead pupils to attack teachers (in connection with cyberattacks): insufficient teachers’ authority; the low social status of teachers; insufficiently occupied pupils, which leads to boredom that they try to eliminate by ex- perimenting with mobile phones; revenge for a bad mark, a reprimand, etc.; insufficient 65 Emmer ová, PhD, Jablonský, PhD, Blažič, PhD: A g g r e s s i v e B e h a v i o u r o f P u p i l s t o w a r d s . . . skills in working with new electronic media – with Internet or computer applications; the burnout syndrome of teachers arising from a long-term work overload. According to Klimešová and Tůmová (2011), pupils molest or even bully teachers for fun; to feel power over them, or even out of a desire to be in the centre of attention; to entertain their surroundings and to be praised for their behaviour; to have a dominant position and control over the situation; to behave cruelly – an effort to hurt others for the excitement from their suffering; to reciprocate pain – either as an effort to hurt some authority on the basis of previous oppression (e.g., from parents), or as a direct form of revenge for an injustice or some wrong committed by the teacher; to explore the limits and test the teacher – pupils test how daring they are and how the teacher will react; for fun – espe- cially in an effort to get rid of boredom during classes. As several authors have pointed out (Pečjak and Pirc, 2014; Lepičnik V odopivec and Teršek, 2021), the prevailing and at the same time the most diverse group in (peer) bullying is the group of bystanders or observers, since any student – including a bully or a victim – can be one of them. This group holds a significant potential to decrease the level of bullying. Bystanders can have different roles – they can be reinforcements for the bully, the bully’s assistants, outsiders (ignoring bullying) or defenders of the victim. However, the school culture and the entire school management should send a clear message against bullying and violence – it is not acceptable, not even when its goal is reciprocation (Pšunder and Kozmus, 2020). It is important for schools to have clear policies in place to address cyberbullying and educate students and teachers about the consequences of this type of behaviour. This may involve providing education and re- sources to students on appropriate online behaviour, promoting a positive and respectful school culture, and working to address any underlying power imbalances that may be contributing to the bullying. Overall, aggressive behaviour against teachers is a serious issue that should be ad- dressed with a comprehensive and proactive approach, and which deserves special at- tention in the empirical research of this phenomenon. 2 Methods In this overview study we present the results of studies of aggressive behaviour to- wards teachers in Slovakia since 2010. The results of the studies were published in the Slovak or English language in indexed journals and in Slovak journals that are not in- dexed in any database. We did not take into consideration the studies undertaken within qualification theses, only the studies published in scientific journals. The research question was: “What is the incidence of aggressive behaviour of pu- pils towards teachers in the Slovak Republic?” Our first step was to perform a search in foreign databases and in Slovak journals. We decided on the time period from January 2010 to March 2022. For the study we have selected works that present the results of studies of aggressive behaviour of pupils towards teachers. The second methodological step was to analyse the texts that met the selected criteria. 66 Didactica Slovenica – Pedagoška obzorja (1, 2023) 3 Results Within the selected time period, i.e., since 2010, several studies of aggressive be- haviour of pupils towards teachers were undertaken in Slovakia. Their overview is pre- sented in Table 1. Table 1 Studies of Aggressive Behaviour towards Teachers in Slovakia Name of the r esear ch implementer Year of implementation Resear ch sample Kariková Soňa 2010 Kindergarten, elementary school and high school teachers Emmerová Ingrid 2010 / 2011 Elementary and high school teachers Bieliková Marcela et al. 2011 Elementary and high school students Niklová Miriam – Šajgalová Michaela 2016 Teachers of the second grade of elementary schools and employees of centres of pedagogical–psycho- logical counselling and prevention Emmerová Ingrid – Kohútová Jana 2017 Elementary and high school teachers Kariková (2010) presents the results of the study that was implemented in 2010 among kindergarten, elementary school (primary and lower-secondary level) and high school teachers. The research dealt with a wider topic: the motivation of teachers when choosing their occupation; the pros and cons of their profession; and, last but not least, their opinion on the status of the teaching profession. Regarding our study, we will fo- cus only on selected aspects. The results unequivocally point to significant changes that are connected with the increase in the negative aspects in the teaching profession. These concern the increase in problem behaviour of pupils in all school types and grades, but also the communication with parents. These two aspects definitely reflect the changes in society as such, especially in terms of the increase in various socio-pathological phe- nomena and consequently the increase in the problem behaviour of children and pupils. They may be connected with the overall attitude of the public towards education and also with the status of the teaching profession. In the 2010/2011 school year, several studies were implemented using the question- naire method in the Central Slovakia region, namely in the following districts: Banská Bystrica, Krupina, Lučenec, Martin, Tornaľa, Zvolen and Žilina (Emmerová, 2011). The research sample consisted of 196 elementary school (primary and lower-secondary level) teachers and 155 high school teachers, or 351 respondents in total. The goal was to research the issue of aggressive behaviour of parents and pupils towards teachers. We wanted to find out how they encountered such behaviour in their practice. In total, 237 teachers encountered aggressive behaviour towards themselves, which makes 67.52 %. Our empirical findings show that the most widespread form of aggres- sive behaviour of pupils towards teachers are insults during classes, which was reported 67 Emmer ová, PhD, Jablonský, PhD, Blažič, PhD: A g g r e s s i v e B e h a v i o u r o f P u p i l s t o w a r d s . . . by 37.04 % of the teachers. The second most widespread form is threatening, which was reported by 23.08 % of the respondents. The third place belongs to insults from parents or other relatives – this option was selected by 22.79 % of the respondents. An alarming fact is that only 32.48 % of elementary and high school teachers have not encountered any form of aggressive behaviour towards themselves during their ped- agogical practice, which is less than one third of the respondents. Just as interesting are the results of the research by Bieliková et al. (2011), which focused on pupils’ respect of authority: pupils respect the authority of teachers oc- casionally (64.1 %); they often show respect to teachers only in 15.7 % of cases; and 20.2 % of pupils do not respect the authority of their teachers at all – this means that each fifth pupil does not behave respectfully towards his/her teachers. The goal of the research, in connection with dealing with the issue of violence of elementary and high school pupils, was to map the situation regarding the aggressive behaviour of young people aged from 13 to 18, and the manifestations of intolerance and extremism in the school environment, within the family and in a group of friends. The Slovak Centre of Scientific and Technical Information undertakes surveys among pupils that are focused on the occurrence of aggressive behaviour or bullying, but they do not examine the ag- gressive behaviour towards teachers. The situation in schools is also illustrated by the “Report on the State of Education in Slovakia and the Systemic Steps to Support Its Further Development” from Septem- ber 2013, which states: □ A serious problem encountered in education is threatening the safety of pupils, and of the pedagogical and non-pedagogical staff of schools (bullying, attacks on teach- ers by pupils or their legal representatives). □ Schools do not have the tools to improve security, meaning the physical and mental security of pupils and school staff. Niklová and Šajgalová (2016) implemented a survey among teachers of the second grade of elementary schools in the Banská Bystrica and Žilina districts in Slovakia, but also among professionals working in centres of pedagogical–psychological counselling and prevention. In their research, they paid special attention to identifying the forms of aggressive behaviour, the gender differences and the causes of these severe behavioural disorders of pupils. Gender differences connected with the occurrence of aggressive behaviour of pupils towards teachers were more in favour of boys. The causes of ag- gressive behaviour of pupils towards teachers mainly include inappropriate upbring- ing in the family and the insufficient authority established by teachers. They further discovered that teachers with longer pedagogical practice report a lower occurrence of aggressive behaviour of pupils towards them – in the survey it was marked by 1.29 % of the teachers with 21–25 years of pedagogical practice, while 25 % of the teachers with 6–10 years of pedagogical practice reported that they have encountered aggression from pupils. They found out that 25 % of respondents (teachers) experienced manifestations of pupils’ aggressive behaviour towards them. These were the teachers with 6–10 years of pedagogical practice. The lowest occurrence of aggressive behaviour of pupils to- wards teachers was reported by 1.29 % of the teachers with 21–25 years of pedagogical practice. Aggressive behaviour of pupils towards teachers has not been encountered by 68 Didactica Slovenica – Pedagoška obzorja (1, 2023) 20.26 % of the respondents, which is a negative finding from the pedagogical point of view. Aggressive behaviour of pupils towards teachers has most often been exhibited by male pupils, boys from city elementary schools. Participation of male and female pupils in aggressive behaviour towards teachers was 60.29 %. Niklová and Šajgalová (2016) found out that only 20.26 % of the teachers have not encountered aggression aimed at themselves. Aggressive behaviour of pupils towards teachers occurred almost daily, according to the teachers’ responses, with the exception of direct physical attacks on the teacher (direct physical aggression). Frequent physical aggression of pupils towards teachers was reported by 6 respondents. Another research of aggressive behaviour of pupils and parents towards teachers was implemented by Emmerová and Kohútová (2017). In their research, they focused on the following variables among teachers – age and length of pedagogical practice in relation to aggressive forms of behaviour that pupils manifest towards them. They used a ques- tionnaire of their own design, which consisted of scale questions (a 5-point scale – from “strongly disagree” to “strongly agree”) and open questions on the following topics: perception of aggression; occurrence of forms of aggression; reasons for aggressive behaviour of pupils; discipline and authority of teachers. Two hundred and sixty-eight (268) teachers participated in the research and were selected based on availability. The pilot research tool was implemented in 2015, when the authors conducted the survey on the issue. In 2016 they made corrections to the questionnaire on the basis of the previ- ous research. The research sample consisted of 148 elementary school teachers, 75 high or vocational school teachers and 45 teachers from four-year grammar schools. The research results show that 85.4 % of the teachers have encountered aggressive behaviour. The most frequent manifestations were intentional disrupting, ignoring and provocation. The teachers either ignore these manifestations, as if they did not notice them, or they deal with them in a disciplinary procedure. In any case, it takes time and it invokes conflicts between teachers and pupils, often also with the pupils’ parents. As the coefficients are relatively low, it would be desirable to confirm the statistical correlation on bigger research samples outside the Banská Bystrica district. The research has confirmed a statistically significant relationship between the forms of aggression (non-compliance with instructions, intentional disturbance, and using ironic remarks) and the teachers’ age and length of pedagogical practice. Regarding the given topic, there are also some stimulating results of research that has been implemented in the Czech Republic since 2010. Their school system is rela- tively similar to ours, as well as the socio-cultural historical tradition. In the research that was implemented in the Czech Republic in the second grade of elementary schools between 2010 and 2013 (Csémy et al., 2014), 52 % of teachers claimed that they did not encounter rough verbal aggression from pupils towards them; 28 % encountered it once or twice per year; a more frequent occurrence was confirmed by 19.2 % of the respond- ents. Teachers were the objects of pupils’ aggression in 4.4 % of cases in the final year, 1.4 % of them repeatedly. In 2016, a survey on the cyberbullying of teachers by pupils was implemented in the Czech Republic among elementary and high school teachers (Kopecký and Szotkowski, 2016b). According to the results of this research, 21.73 % of teachers (1,118 out of 5,136) were in the past victims of some form of cyberbullying. Among the most frequent forms 69 Emmer ová, PhD, Jablonský, PhD, Blažič, PhD: A g g r e s s i v e B e h a v i o u r o f P u p i l s t o w a r d s . . . of cyberbullying attacks on teachers were verbal attacks using mobile phones or the In- ternet; molestation by calling and quickly hanging up (e.g., in the evening); threatening or intimidation using Internet or mobile phone services; distribution of humiliating, mock- ing or embarrassing photos; hacking their electronic accounts (e-mail, social network ac- counts, etc.). Regarding the length of cyberbullying attacks on teachers, they discovered that short-term attacks prevailed, lasting less than one week or from one to two weeks. The presented data point out the current problem of the occurrence of aggressive behaviour of pupils towards teachers. Aggressive behaviour of pupils towards teachers is a serious phenomenon which has a growing occurrence. 4 Discussion, recommendations and conclusions for school practice The studies in the school environment that have been implemented in the Slovak Republic since 2010 have proved the occurrence of aggressive behaviour of pupils (as well as of their parents and legal representatives) towards teachers. The given issue was either researched independently (Emmerová, 2011; Niklová and Šajgalová, 2016; Em- merová and Kohútová, 2017) or as a part of a wider study (Kariková, 2010; Bieliková et al., 2011). The main focus was placed on the research sample of elementary (prima- ry and lower-secondary level) and high school teachers, or occasionally of vocational school staff. Occasionally, the issue was researched from the point of view of pupils. The prevailing research method was a questionnaire with self-formulated questions, not a standardized questionnaire. Some attention was also paid to cyberbullying directed at teachers. Differences were observed when evaluating the occurrence of aggressive behaviour towards teachers from the point of view of time – in the last school year, in the last calendar year, or during the teachers’ career. Since 2017, no similarly focused research has been implemented in the Slovak Re- public, which can be assessed as negative. The school fulfils several functions – it is the dominant educative and socializing factor, and plays an irreplaceable role in prevention. The pandemic situation caused many negative impacts on various areas of human lives, including the school system. The problems and obstacles that affected pupils and school staff have been pointed out by several authors, e.g., Svobodová et al. (2021) or Majerčáková Abertová and Gajdošová (2021). They mainly concern the negative impact of distance learning on pupils’ socialization and their relationships in classroom collectives, and an increase in feelings of helplessness and stress. Prevention staff at schools, i.e., implementers of prevention, play an important role. Prevention can be implemented by pedagogical and specialist school staff. School man- agement and implementers of preventive activities must adequately react to the current trends and challenges in this area, plan preventive activities, and effectively cooperate with specialists outside the school environment (e.g., employees of counselling facili- ties, police officers – preventionists, doctors and other specialists). The importance of functional school management has been pointed out by Veteška and Kursch (2018); it is also important in prevention. 70 Didactica Slovenica – Pedagoška obzorja (1, 2023) The reasons for aggressive behaviour towards teachers may be found on the part of teachers and pupils. On the teacher’s part, it may be inappropriate communication with pupils, a wrong teaching style, insufficient preparation for lessons, an unjust evaluation of pupils, and little energy. Therefore, an effective teacher ’ s self-r eflexion is necessary. The importance of self-reflexion has been pointed out by Petlák (2021), while the find- ings of Bogdan Zupančič and Krajnčan (2019) show us the importance of improving the professional attitude in pedagogical relationships, where self-evaluation, and the ability and competences for establishing and maintaining quality and controlled professional relationships with all stakeholders in the primary school environment are particularly important. On the part of pupils, it may be frustration; boredom; efforts to draw attention to themselves; the pupil’s personality and his/her personal traits; or the influence of the fam- ily environment. There are many causes of aggressive behaviour of pupils, most often it is a combination of several factors. Unresolved conflicts are often in the background of such behaviour. In school it is important to focus on improving the social skills of pupils and on pr oblem solving. Conflicts are a natural part of human lives and are also present in the school environment (among pupils, among pupils and teachers, among teachers and pupils’ parents, among the school staff). Conflicts may also have positive sides, e.g., they clarify attitudes, increase commitment, and may even improve performance. If conflicts are dealt with, they may lead to constructive changes. It is necessary to teach pupils how to resolve conflicts correctly and, most importantly, non-aggressively. School plays one of the most important roles in the socialization of pupils. Within socialization, it is important to support cooperation, develop pupils’ social skills, support effective problem and conflict solving, and develop social communication, empathy and assertive behaviour. A wide application of cooperation among pupils is a significant pr eventive factor for bullying and for other forms of inappropriate behaviour of pupils. Within the educational process and the educative influence on pupils, it is necessary to interconnect the cognitive, affective and conative components of pupils’ personalities, i.e., to connect preventive activities to “knowledge – attitudes – social skills”. Accord- ing to Jablonský (2004), it is possible, through the development of cooperative skills, to achieve a natural suppression of aggressive behaviour. Strategies and methods of co- operative learning lead to the development of emphatic behaviour; to sensitivity; to un- derstanding; to the development of friendly relationships; to overcoming interpersonal barriers. We can agree with Zastková (2020), according to whom cooperative learning and teaching provides an opportunity for pupils to acknowledge their coexistence with others; to take their own stand; to push through their reasoned opinion; to learn to take responsibility for their efforts; to be able to cooperate with others on fulfilling objectives. Cooperative peer interactions are the basic mechanisms in the social and moral develop- ment of pupils. In groups pupils have an opportunity to coordinate their activity with others and to discuss their disagreements. Through all this they get an opportunity to develop their understanding of other people, and their responsibility for themselves and for the efforts of others. According to Jablonský (2017), interpersonal skills, such as the ability to communicate and to work in a team, are becoming more and more important. Education for pr osociality may be regarded as a tool of non-specific prevention. Prosociality means doing something for others even if we do not directly benefit from it. Prosocial behaviour is internally divided into altruistic, helping and cooperative 71 Emmer ová, PhD, Jablonský, PhD, Blažič, PhD: A g g r e s s i v e B e h a v i o u r o f P u p i l s t o w a r d s . . . behaviour. In everyday life and for pupils, cooperative behaviour represents the most widespread type of prosocial behaviour. Cooperative behaviour is beneficial to all par- ticipants. The advantages of prosocial behaviour have been pointed out by Gejdoš and Kováčik (2000). Prosociality resonates the most in the cross-sectional theme of personal and social development, which provides teachers with the opportunity to influence the personal development of pupils, but it also reflects the social challenges and dynamic changes in society. It has a meta-subject character and it overlaps with the education as a whole. Its main objective is to develop the personality of pupils, especially in the area of at- titudes and values. Through it, we develop not only the cognitive aspects of pupils, but also their personal and social competences. It enables pupils to think about themselves, about their current life, their relationships with people and their future direction. It leads them to assert their own rights and to respect the opinions, needs and rights of others. It instructs them on how to protect their health and to resist risks. When properly applied, it contributes significantly to a positive social climate, and to good relationships among pupils and among pupils and teachers. Regarding the significance of this issue, it is necessary to undertake more studies of aggressive behaviour towards teachers – from the point of view of teachers, but also of pupils and vocational school staff. There is also a lack of research aimed at dealing with this problem. It is usually a subcategory of the research and is not adequately treated on the empirical level. Dr . Ingrid Emmer ová, dr . T omáš Jablonský, dr . Mojca Blažič Agresivno vedenje učencev do učiteljev Porast agr esivnega vedenja postaja velik pr oblem današnjega časa. Agr esivno ve- denje se kaže v različnih oblikah, kot so fizično nasilje, verbalna zloraba in ustrahovanje med učenci, v obliki medvrstniškega nasilja, v današnji šolski praksi pa ni r edkost tudi nasilje, ki ga izvajajo učenci nad učitelji. Med drugim v današnji digitalni dobi postaja vse večji pr oblem agr esivno vedenje do učiteljev v obliki spletnega ustrahovanja, kjer anonimnost in takojšnja komunikacija pr eko družbenih omr ežij in spletnih platform učen- cem olajšata nadlegovanje in ustrahovanje, na kar opozarjajo številni avtorji. T a vrsta ustrahovanja ima lahko različne oblike, vključno s širjenjem lažnih govoric, deljenjem neprijetnih fotografij ali videoposnetkov , pošiljanjem gr ozilnih ali žaljivih spor očil ali ustvarjanjem lažnih pr ofilov ali spletnih mest za zasmehovanje ali poniževanje učitelja. V elja poudariti, da sta tradicionalno ustrahovanje in spletno ustrahovanje pogosta pojava, ki sta prisotna povsod po svetu. Številne študije potrjujejo sočasno pojavljanje in pr ekrivanje teh dveh vrst ustrahovanja in viktimizacije. Posebnosti spletnega ustra- hovanja so večja možnost za širše občinstvo, povečana možnost za anonimno ustra- hovanje, manj možnosti neposr edne povratne informacije žrtve, spr emenjeno razmerje moči, manj časovnih in pr ostorskih omejitev ter nižja stopnja nadzora, lažje izogibanje kaznim. Učenci poskušajo posneti učitelje v kompr omitirajoči situaciji in ta posnetek objaviti na spletu. Včasih učenci namerno izzivajo učitelja in njegovo r eakcijo objavijo. 72 Didactica Slovenica – Pedagoška obzorja (1, 2023) Učenci nadlegujejo ali celo ustrahujejo učitelje zaradi zabave, občutka moči nad njimi ali iz želje, da bi bili v sr edišču pozornosti, da bi zabavali okolico in bili od nje pohvaljeni za svoje vedenje, da bi imeli dominanten položaj in nadzor nad situacijo, da bi se vedli kruto (prizadevanje, da bi druge ranili zaradi vznemirjenja ob njihovem trpljenju), da bi bolečino vračali nazaj – bodisi kot prizadevanje, da bi ranili neko avto- riteto na podlagi pr ejšnjega zatiranja (npr . pri starših), ali kot neposr edno maščevanje za krivico, lahko gr e za raziskovanje meja in pr eizkušanje učitelja – učenci pr eizkušajo, koliko si lahko upajo in kako se bo učitelj odzval, pogosto je razlog zabava oz. zlasti prizadevanje učencev , da bi se znebili dolgčasa med poukom. Omenimo še pr evladujočo in hkrati najbolj raznoliko skupino pri obravnavanju različnih oblik nasilja, to je sku- pina opazovalcev nasilja, ki se pojavljajo kot aktivni ali pasivni spodbujevalci drugih nasilnežev ali kot branilci žrtev . Vpliv spletnega ustrahovanja na učitelje je lahko hud, povzr oči lahko čustveno sti- sko, škodi njihovemu poklicnemu ugledu in v skrajnih primerih privede do izgube za- poslitve. Globoko vpliva na njihovo psihično in fizično počutje, vodi lahko v depr esijo, frustracije, r esignacijo ali celo do samomora. Zato sta učinkovita pr eventiva in ustr e- zena r eakcija nujni. Pr epoznavanje motivov , povezanih z ustrahovanjem, je bistvenega pomena za izvajanje intervencije in pr eventive v šolah. Šolsko življenje in celotno šolsko delovanje bi moralo poslati jasno spor očilo pr oti ustrahovanju in nasilju – ni spr eje- mljivo, niti takrat, ko je njun namen povračilen. Pomembno je, da imajo šole jasno politiko za obravnavanje spletnega ustrahovanja ter pr ograme izobraževanja učencev in učiteljev o ustr eznem vedenju na spletu ter posledicah tovrstnega vedenja, da spod- bujajo pozitivno in spoštljivo šolsko kultur o ter delujejo v smeri r eševanja mor ebitnih osnovnih neravnovesij moči, ki lahko prispevajo k ustrahovanju. Na splošno je agr esivno vedenje do učiteljev r esen pr oblem, ki zahteva celovit in pr oaktiven pristop k obravnavi ter smo mu namenili posebno pozornost pri empiričnem raziskovanju tega pojava. T a pr egledna študija se osr edotoča na analizo znanstvenih prispevkov , ki obravnavajo tematiko agr esivnega vedenja učencev do učiteljev na Slo- vaškem od leta 2010 dalje, ter išče odgovor e na zastavljeno raziskovalno vprašanje, ki se glasi: “V kolikšni meri se pojavlja agr esivno vedenje učencev do učiteljev v Slovaški r epubliki?” Podr obneje je analiziranih 5 znanstvenih raziskav . T ako raziskava Karikové (2010) izpostavi spr emembe v družbi v obliki povečanja različnih socialnopatoloških pojavov in posledično povečanja pr oblematičnega vedenja otr ok in učencev , kar se odraža tudi v spr eminjanju odnosa javnosti do izobraževanja in statusa učiteljskega poklica. Raz- iskava Emmer ové (201 1), ki vključuje raziskovalni vzor ec 351 anketiranih učiteljev v osnovnih in sr ednjih šolah, razkrije najbolj razširjene oblike agr esivnega vedenja učen- cev do učiteljev , kot so žalitve med poukom (37,04 %), gr ožnje (23,08 %), žalitve s strani staršev ali drugih sor odnikov (22,79 %). Manj kot tr etjina vprašanih je navedla, da se v svoji pedagoški praksi niso sr ečali z nobeno obliko agr esivnega vedenja do njih. Podobni so tudi r ezultati raziskave Bielikove idr . (201 1), ki se je osr edotočila na spoštovanje avtoritete s strani učencev , in razkrivajo, da učenci spoštujejo avtoriteto učiteljev občasno (64,1 %), pogosto izkazujejo spoštovanje učiteljem le v 15,7 % prime- r ov , 20,2 % učencev pa avtoritete učiteljev sploh ne spoštuje – to pomeni, da se vsak peti učenec do svojega učitelja ne vede spoštljivo. 73 Emmer ová, PhD, Jablonský, PhD, Blažič, PhD: A g g r e s s i v e B e h a v i o u r o f P u p i l s t o w a r d s . . . T udi Niklová in Šajgalová (2016), ki sta v svoji raziskavi posebno pozornost na- menili ugotavljanju oblik agr esivnega vedenja, razlikam med spoloma in vzr okom za te hude vedenjske motnje učencev , ugotavljata, da se le 20,26 % učiteljev ni sr ečalo z agr esijo, usmerjeno pr oti njim samim. Med vzr oki za agr esivno vedenje učencev do učiteljev sta izpostavili pr edvsem neustr ezno vzgojo v družini in nezadostno avtoriteto učiteljev . Ugotovili sta tudi, da učitelji z daljšo pedagoško prakso por očajo o manjšem pojavu agr esivnega vedenja učencev do njih. Emmer ová in Kohútová (2017) sta se v svoji raziskavi osr edotočili na spr emenljiv- ke pri učiteljih, kot sta star ost in dolžina pedagoške prakse v povezavi z agr esivnimi oblikami vedenja, ki jih učenci kažejo do njih. Rezultati njune raziskave kažejo, da se je 85,4 % učiteljev sr ečalo z agr esivnim vedenjem. Najpogostejše oblike so bile namerno motenje, ignoriranje in izzivanje. Učitelji te oblike bodisi ignorirajo bodisi jih obrav- navajo v disciplinskem postopku. Raziskava je potr dila statistično značilno povezanost med oblikami agr esije (neupoštevanje navodil, namerno motenje in uporaba ir oničnih pripomb) in star ostjo učiteljev ter dolžino pedagoške prakse. Od leta 2017 v Slovaški r epubliki ni bila izvedena nobena raziskava, ki bi ji bila podobna, kar je že samo po sebi močno negativno dejstvo. Na podlagi analize so oblikovani nekateri zaključki in pr edlogi za pedagoško pra- kso. Vzr okov za agr esivno vedenje učencev je veliko, najpogosteje gr e za kombinacijo več dejavnikov . Razlogi za agr esivno vedenje do učiteljev so lahko na strani učiteljev in tudi učencev . Vzr oki za agr esivno vedenje na strani učitelja so lahko neustr ezna ko- munikacija z učenci, napačen vzgojni slog, nezadostna priprava na pouk, nepravič- no ocenjevanje učencev , malo ener gije. Zato je samor efleksija učitelja za učinkovito delovanje neizogibna. Na strani učencev so lahko frustracija, dolgčas, prizadevanje, da bi opozorili nase, osebnost učenca, vpliv družinskega okolja. V ozadju takšnega vedenja so pogosto ner ešeni konflikti. V šoli se je tr eba osr edotočiti na izboljšanje so- cialnih spr etnosti učencev in na r eševanje pr oblemov . Šola ima eno najpomembnejših vlog pri socializaciji učencev . V okviru socializacije je pomembno podpirati sodelova- nje, razvijati socialne spr etnosti učencev , podpirati učinkovito r eševanje pr oblemov in konfliktov , razvijati socialno komunikacijo, empatijo in asertivno vedenje. Spodbujanje sodelovanja med učenci v širšem okolju je pomemben pr eventivni dejavnik zmanjševa- nja ustrahovanja in drugih oblik neprimernega vedenja učencev . Sodelovalno učenje in poučevanje učencem daje priložnost, da spr ejmejo sožitje z drugimi, zavzemajo la- stna stališča, uveljavijo svoje ar gumentirano mnenje, se naučijo pr evzeti odgovornost za svoja prizadevanja in znajo sodelovati z drugimi pri doseganju ciljev . Sodelovalno vedenje, kot najbolj razširjena oblika vzgoje za pr osocialnost, s katerim ne razvija- mo samo spoznavnih vidikov , ampak tudi njihove osebnostne in socialne kompetence, učencem omogoča, da razmišljajo o sebi, svojem tr enutnem življenju, odnosih z ljudmi in svoji prihodnji usmeritvi. 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Naslov / Addr ess: Hrabovská cesta 1 A, 034 01 Ružomber ok, Slovakia T elefon / T elephone: (+421) 044 432 68 42 E-mail: ingrid.emmerova@ku.sk T omáš Jablonský, PhD (1976), Assistant Pr ofessor at the Faculty of Education, Department of Pedagogy and Special Pedagogy , Catholic University of Ružomber ok, Slovakia. Naslov / Addr ess: Hrabovská cesta 1 A, 034 01 Ružomber ok, Slovakia T elefon / T elephone: (+421) 044 432 68 42 E-mail: tomas.jablonsky@ku.sk Mojca Blažič, PhD (1981), Assistant Pr ofessor at the Faculty of Health sciences, University of Novo mesto, Slovenia. Naslov / Addr ess: Na Loko 2, 8000 Novo mesto, Slovenia T elefon / T elephone: (+386) 07 393 00 25 E-mail: mojca.blazic@uni-nm.si