التنوع في أنماط إدارة الصف و دورها في الحد من مظاهر التنمر لدى طلبة المرحلة الأساسية من وجهة نظر المعلمين في مدارس مديرية تربية جنوب الخليل-فلسطين (2021-2022)‎

الملخص EN

The study aimed to identify the diversity in the teachers’ practice of classroom management styles and their role in reducing the manifestations of bullying among primary school students in the schools of Directorate of Education South Hebron.

The Study population consisted of (1332) teachers.

The Study sample consisted of (188) teachers, and the results showed that the traditional style occupied the first place, followed by the democratic Style in the second place, and the chaotic style came in third place, and that the most important manifestations of bullying among students of the basic stage in the Directorate of Education in South Hebron from the teachers’ point of view came to a medium degree, and the results revealed an inverse relationship be-tween the traditional and democratic patterns on the one hand, and the manifestations of bullying on the other hand, while there was a direct Statistically significant relationship between the chaotic pattern and the manifestations of bullying.

Bullying among basic stage Students, and the Study found that there are statistically significant differences.

And the presence of statistically significant differences in the averages of classroom management patterns among primary school teachers due to the gender variable in favor of females, and in the manifestations of bullying among Students of the basic Stage in favor of males, and the presence of statistically significant differences in the averages of manifestations of bullying among basic school Students due to the education-al qualification variable in favor of a master’s degree and above.

And in the years of experience, it was in favor of the years of experience, more than 5 years.

And the absence of statistically significant differences in the mean scores of the Study sample members about classroom management patterns among primary school teachers in the South Hebron Education Directorate from the teachers' point of view due to the variables of academic qualification and years of experience.

The researchers recommended a set of recommendations.