國中任課教師處理關係霸凌之班級經營策略及困境

Class Management Strategies and Dilemmas of Junior-High School Teachers Dealing with Relationship Bullying

本研究透過質性訪談了解國中教師在任課班（非導師班）處理關係霸凌的策略、決定介入與否的因素、與所遇的困境。研究參與者共有十位任課教師，採取半結構式訪談與質性資料分析。分析結果顯示，平時任課教師營造可控的課堂或事前預防可能會發生關係霸凌的情境，若發生了關係霸凌事件，任課教師會依受凌者反應與課程進度而選擇「制止」之策略；或為了避免事件惡化會選擇「對全班性施以機會教育課程」或「針對受凌者特別措施」，無論為何，皆以弱化攻擊為目標。而課堂後會私下找關係霸凌當事人談話，如制止霸凌者或尋求其他教師協助之外部手段；或輔導受凌者人際技巧之內部手段。最後，任課教師會依次數與是否出現其他攻擊方式之判斷來回報導師。而在處理的過程中，有可能會遇到以下的困境：受凌者（這邊指的多是雙重角色者，或是有不當行為的受害者）難調整的自身行為、霸凌者可能加劇霸凌行為、導師的不同意見與無力介入。最後，本研究建議任課教師與導師要通力合作，以解決班上霸凌問題。

This study had employed qualitative interviews to understand the strategies that juniorhigh schoolteachers had used in their classes (non-homeroom)to deal with relational bullying, the factors that had influenced their decisions to intervene, and the challenges they had encountered. Ten subject teachers had participated in the study, and semi-structured interviews had been conducted, followed by qualitative data analysis.The analysis results had shown that on regular school days, subject teachers had been able to create controlled classroom environments or had taken preventive measures to address potential incidents of relational bullying. In the event of a bullying incident, subject teachers had chosen a stopstrategy based on the victim’s response and the progress of the curriculum. Alternatively, to prevent the situation from escalating, they had opted for a whole-class empathy education programor special measures for the victim. Regardless of the approach, the ultimate goal had been to weaken the aggression. After class, teachers had had private conversations with those involved in the bullying situation, such as confronting the bully or seeking assistance from other teachers as external measures. Alternatively, they had provided interpersonal skills counseling as internal measures for the victim. Finally, subject teachers had reported to the homeroom teacher based on the frequency and the presence of other aggressive behaviors. Throughout the process, they had encountered the following challenges: victims(often referring to those in dual roles or those exhibiting inappropriate behavior) having difficulty adjusting their own conduct, bullies potentially intensifying their actions, and differing opinions and a lack of intervention capability on the part of the homeroom teacher. In conclusion, this study had suggested that subject teachers and homeroom teachers should collaborate to address bullying issues within the classroom.