Abstract
Cyberbullying has become prevalent in schools with the increased spread and usage of technology. The purpose of this study was to examine the degree to which teachers in Lebanon were aware of the concept of cyber bullying; as well as to investigate their beliefs of the best interventional preventional strategies to combat this phenomenon. The study surveyed 149 public school teachers from the different governorates in Lebanon. A survey consisting of 40 items was developed to address teachers’ perception of cyberbullying, around 4 areas: 1) the impact of cyberbullying on students, 2) the necessary interventional strategies for cyberbullying inside the school, 3) the suitable interventional strategies for cyberbullying outside the school, and 4) the possible preventional strategies for a cyberbullying program. Data were analyzed using SPSS 21.0 for windows. Results indicated that school teachers recognized the gross negative impacts of cyberbullying on students. While teachers suggested anit-cyberbullying inter-ventional strategies inside the school, they were less hesitant to suggest strategies to confront cyberbullying when students were away from school. They were also indeterminate concerning preventional strategies of this phenomenon. Teachers’ perceptions highlight the importance of their active role and the importance of building students character as two major keys for counteracting cyberbullying and designing an efficient anti-cyberbullying program.
Highlights
In the past years, a growing number of studies have addressed school bullying (Lines, 2008; Smith, 2014; Stephens, 2011)
This study addresses the perceptions of Lebanese teachers towards the extent to which cyberbullying impacts students and their view points concerning the necessary intervention prevention policies to combat it
This study investigated the Lebanese teachers’ perception of cyberbullying; an area of research that, to the knowledge of the researcher, has been little addressed in Lebanon and the Arab region
Summary
A growing number of studies have addressed school bullying (Lines, 2008; Smith, 2014; Stephens, 2011). Cyberbullying has acquired little attention of the Lebanese educators as compared to the remarkable attention of worldwide educators, yet the complexity of the behavioral phenomenon still requires a wide range of further comprehensive investigations and practical research at international level (Kyriacou & Zuin, 2015). Whether it takes place inside or outside schools, cyberbullying can challenge the entire educational school system including students, teachers, parents and policy makers. Teachers are the leaders of educating students and nourishing their various aspects of good character (Lickona, 1991)
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