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Education and Information Technologies
Published in: Education and Information Technologies 1/2018

10-05-2017

Principals’ attitudes towards risky internet use of primary school students: The role of occupational factors

Authors: Thanos Touloupis, Christina Athanasiades

Published in: Education and Information Technologies | Issue 1/2018

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Abstract

The present study aimed to investigate primary school principals’ attitudes towards risky internet use of school-aged students and how occupational factors, such as work self-efficacy, job satisfaction, and burnout, may affect these attitudes especially in a context of economic crisis, which has adversely affected working conditions and duties of school personnel. Two hundred and thirty-seven primary school principals (148 men, 89 women) participated in the survey. The sample completed an online self-reporting questionnaire that explored -through hypothetical scenarios- their attitudes towards incidents of students’ risky internet use. The questionnaire included also three scales that evaluated the principals’ self-efficacy at work, job satisfaction, and burnout. According to the results, the principals perceived incidents of students’ risky internet use as serious and felt confident enough to intervene, although in a relatively low/moderate level. Their attitudes appeared to be differentiated depending on the kind of students’ risky online behavior. Furthermore, the principals’ attitudes were positively predicted by their perceived efficacy in educational and moral leadership, their satisfaction from the general nature of their work, and their sense of personal accomplishments. The above findings constitute a basis for the design and implementation of awareness programs for primary school personnel regarding the safe use of internet.
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Appendix
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Metadata
Title
Principals’ attitudes towards risky internet use of primary school students: The role of occupational factors
Authors
Thanos Touloupis
Christina Athanasiades
Publication date
10-05-2017
Publisher
Springer US
Published in
Education and Information Technologies / Issue 1/2018
Print ISSN: 1360-2357
Electronic ISSN: 1573-7608
DOI
https://doi.org/10.1007/s10639-017-9614-1

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