Ng, Chon ManChon ManNg2025-01-222025-01-222024https://dspace.usj.edu.mo/handle/123456789/6275澳門校園欺凌情況嚴重，PISA 2015報告顯示最常見為言語及關係欺凌。教師在預防欺凌中扮演關鍵角色，其認知水平直接影響處理效果。本研究旨在探討教師在防治欺凌中的困境，並期望學校與教育及青年發展局制定清晰政策，為教師提供明確指引。 本研究採用質性研究法，訪談六位教學年齡為一至二十三年的小學女教師（學士或碩士學歷），涵蓋語文、英文、數學等科目，運用紮根理論編碼分析其在校園欺凌認知上的困境。 研究發現小學教師在校園欺凌認知上存在困境，包括認知偏差、識別困難、態度消極及處理無力，受內外部因素影響。以下是六位教師訪談後經過分析得出的研究結果： （1） 教師對校園欺凌的認識模糊，對欺凌定義、發生地點及類型的理解不足，特別忽視關係與網絡欺凌等隱蔽行為。教師多歸因於社會、家庭及個人因素，卻忽略學校的影響。 （2） 教師對欺凌事件持積極態度，雖討厭欺凌行為，但希望透過教育幫助學生改正行為。然而，面對的困境有認知不足、工作繁忙等，教師常有無力感，甚至將問題交由學生輔導員或家長處理。 （3） 教師的校園欺凌預防策略分為三階段：事前判斷事件性質，明確是否為欺凌；事中教育學生雙方並與家長協調；事後與社工一起透過主題活動進行全體宣導，預防事件再次發生。 （4） 教師處理欺凌事件的困境包括缺乏明確政策指導、資訊不足、缺少參與教育培訓、學校預防工作欠缺及家長配合度低。 研究限制包括教師因需向學校申請而拒絕訪談，以及澳門小學校園欺凌相關研究匱乏，缺乏參考資料。 School bullying in Macau is a significant issue, with the PISA 2015 report indicating that verbal and relational bullying are the most common forms. Teachers play a critical role in preventing bullying, as their level of awareness directly affects how effectively they address the problem. This study aims to explore the challenges faced by teachers in preventing and addressing bullying and urges schools and the Education and Youth Development Bureau to establish clear policies and provide explicit guidelines for teachers. This research adopts a qualitative methodology, interviewing six primary school teachers with teaching experience ranging from 1 to 23 years. The participants, holding either bachelor's or master's degrees, covered subjects such as Chinese, English, and mathematics. Using grounded theory, coding analysis was applied to explore the challenges teachers encounter in their understanding of school bullying. The research revealed that primary school teachers face several challenges in recognizing and addressing school bullying, including cognitive biases, difficulty in identification, a passive attitude, and feelings of helplessness. These challenges are influenced by both internal and external factors. The findings from the interviews are summarized as follows: (1) Teachers demonstrated a lack of clarity regarding the definition, locations, and types of bullying. They often overlooked covert forms of bullying, such as relational and cyberbullying. Additionally, teachers tended to attribute bullying to societal, familial, or individual factors, while neglecting the role of schools. (2) Although teachers expressed a strong dislike for bullying behaviors and hoped to help students correct such behaviors through education, they faced challenges such as insufficient understanding and a heavy workload. This often left teachers feeling powerless, leading them to delegate the issue to school counselors or parents. (3) Teachers adopted a three-step approach to bullying prevention: Step one - Assessing the nature of the incident and determining whether it constitutes bullying. Step two - Educating both parties involved and coordinating with parents. Step three - Collaborating with social workers to conduct school-wide campaigns or thematic activities to prevent recurrence. (4) Teachers faced difficulties such as a lack of clear policy guidance, insufficient information, limited access to training programs, inadequate school-wide prevention efforts, and poor parental cooperation. The study faced certain limitations, including teachers declining interviews due to the need for school approval and the lack of prior research on primary school bullying in Macau, which limited available reference materials.zh校園欺凌困境校園欺凌認知校園欺凌澳門小學教師text::thesis