Percepciones del profesorado respecto al bullying y su relación con la desafección y el fracaso escolar en la provincia de Salamanca

Abstract

This paper examines the perceptions that teachers have regarding bullying and other variables that have a negative impact on those students who are victims of violence in the classroom, inducing them one way or another to failure and/or school disaffection. Our intention is to present adolescents as being in a state of constant change, which includes different situations with their corresponding problems, but always viewing them from a transitional temporary aspect. In addition, we consider the need to change the culture of failure, the lack of action and obstruction of actions that prevent acts of school violence, by the direct involvement and educated in the rules of coexistence of the educational center. The sample, composed of 125 teachers with students in the third or fourth year of compulsory secondary education aged between 15 and 16 years, is distributed between different municipalities of the province and the center of the capital city of Salamanca. In the study, we capture the phenomenon of bullying horizontally and vertically, the indicators for prevention and intervention for teachers and protection for students, the role given to the faculty as a public authority and the importance of mentoring.