Roles de participación en bullying y episodios violentos en la interacción profesorado-alumnado

Brenda Mendoza González; Hugo Pérez-Maldonado; José Manuel Domínguez Medina; Marlen Román de la Vega

doi:10.24320/redie.2022.24.e25.4240

Authors

Brenda Mendoza González Universidad Autónoma del Estado de México, Mexico https://orcid.org/0000-0003-0312-5004
Hugo Pérez-Maldonado Universidad Autónoma del Estado de México, Mexico https://orcid.org/0000-0002-8139-2100
José Manuel Domínguez Medina Universidad Autónoma del Estado de México, Mexico https://orcid.org/0000-0003-0210-974X
Marlen Román de la Vega Universidad Autónoma del Estado de México, Mexico https://orcid.org/0000-0001-7984-7498

DOI:

https://doi.org/10.24320/redie.2022.24.e25.4240

Keywords:

educational environment, teacher-student relationship, bullying, violence, departments of education

Supporting Agencies:

Universidad Autónoma del Estado de México

Abstract

This research seeks to understand whether students involved in bullying are also involved in bullying in teacher-student interaction, and determine if there are differences by sex. In this descriptive, cross-sectional study, which included a total of 5,762 Mexican students from 37 schools (elementary and junior high), instruments were employed to measure the variables “bullying” and “teacher-student violence.” A cluster analysis was performed to gain insight into bullying involvement roles, followed by a comparison of means (factors of the instrument used to measure violence in teacher-student interaction). The results show that students involved in episodes of bullying (as a bully or as a bully-victim) are also involved in violence in their relationships with teachers, demonstrating a link between bullying and teacher-student violence. The research identifies a need to create programs that include strategies to promote harmonious relationships between teachers and students.

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