التنمر السيبراني في مدارس التعلم العام من منظور الطلبة المعلمين بجامعة الكويت

Abstract EN

This study investigates cyberbullying incidents in public education schools from the perspective of student teachers at the college of education, Kuwait University.

Five areas of interest were identified, namely : anxiety, confidence, university preparation, school commitment, and school and community roles in dealing with incidents of cyberbullying.

In addition, the study aims to explore if there are statistical differences in student teachers’ perceptions that can be attributed to their teaching stage and their level of technological competency.

Moreover, the role of university preparation in cyberbullying as a predictive factor for student teachers’ feelings of anxiety and confidence in dealing with cyberbullying was investigated.

After verifying its validity and reliability, a questionnaire was implemented in a sample of 279 student teachers enrolled in the practicum program.

The results revealed that student teachers have feelings of anxiety about cyberbullying incidents at public education schools and they need to increase their confidence and level of university preparation in how to deal with such incidents.

In addition, the study found that student teachers emphasized the importance of the commitment of schools and communities to dealing with these incidents.

Statistically significant differences were found in student teachers’ perceptions attributed to their teaching stage and their level of technological competency in favor of student teachers who were training in the secondary stage and those with high technological competency.

The results also showed that university preparation, as a factor in cyberbullying, was a predictive variable for student teachers’ feelings of anxiety and confidence in dealing with cyberbullying incidents.

The study concludes with recommendations concerning cyberbullying in teacher education.