Skip to main content
Fachgebiete
Automobil + Motoren Bauwesen + Immobilien Business IT + Informatik Elektrotechnik + Elektronik Energie + Nachhaltigkeit Finance + Banking Management + Führung Marketing + Vertrieb Maschinenbau + Werkstoffe Versicherung + Risiko
DE
EN
Bücher
Zeitschriften
Themenseiten
Organisationspsychologie Projektmanagement Marketing Smart Manufacturing
Weitere Formate
Podcasts Webinare Technik Webinare Wirtschaft Kongresse Veranstaltungskalender Awards
Jetzt Einzelzugang starten
Zugang für Unternehmen
Referenzkunden
SLX-Digitalkonferenz: Zukunftswerkstatt 2024

Mehr Umsatz mit Top-Kontakten

Am 7. Mai erfahren Sie, wie Vertriebsteams Leadgenerierung, Leadnurturing und Leadstrategien effizient steuern können.
Erweiterte Suche
Anmelden
nach oben
Education and Information Technologies
Erschienen 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

verfasst von: Thanos Touloupis, Christina Athanasiades

Erschienen in: Education and Information Technologies | Ausgabe 1/2018

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config
loading …

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.
Vorheriger Artikel Design, development, and evaluation of a mobile learning application for computing education
Nächster Artikel “It must not disturb, it’s as simple as that”: Students’ voices on mobile phones in the infrastructure for learning in Swedish upper secondary school

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 340 Zeitschriften

aus folgenden Fachgebieten:

  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Versicherung + Risiko




Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 390 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Maschinenbau + Werkstoffe




 

Jetzt Wissensvorsprung sichern!

Jetzt informieren
Anhänge
Nur mit Berechtigung zugänglich
Literatur
Albarracín, D., Johnson, B. T., Zanna, M. P., & Kumkale, G. T. (2005). Attitudes: Introduction and scope. The Handbook of Attitudes, 3–19.
Alexiou, S. (2012). Attitudes and beliefs of Cypriot teachers about the economic crisis. A qualitative approach [in Greek]. In N. Tsagkaridou, K. Mavrou, S. Symeonidou, E. Phtiaka, N. Symeou, & I. Elias (Eds.), The crisis and the role of pedagogic: institutions, values, society. Proceedings of 12th Conference of Educational Association of Cyprus (pp. 454–463). Nicosia: University of Cyprus.
Anastasiades, P. S., & Vitalaki, E. (2011). Promoting internet safety in Greek primary schools: the teacher’s role. Educational Technology & Society, 14(2), 71–80.
Antoniades, N., & Kokkinos, M. K. (2013). Cyber-bullying and cyber-victimization among children and adolescents: frequency and risk factors [in Greek]. Preschool & School Education, 1(1), 138–169.
Avgitidou, S., Kominia, E., Lykomitrou, S., Alexiou, V., Androusou, A., Kakana, D., et al. (2016). Dealing with the impact of the crisis on education: opinions and practices of managers and chiefs in primary education [in Greek]. Research in Education, 5(1), 172–185.
Avramidis, E., & Kalyva, E. (2007). The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion. European Journal of Special Needs Education, 22(4), 367–389.CrossRef
Babalou, C. (2015). Burnout sources for Greek teachers of primary education under economic crisis [in Greek]. Unpublished Master’s thesis. Thessaloniki, Greece: Department of Psychology, Aristotle University of Thessaloniki.
Baker, M. K. (2010). Florida teachers’ perceptions concerning internet dangers for students. Unpublished Doctoral dissertation. Orlando, Florida: Department of Educational Research, Technology and Leadership, University of Central Florida.
Bauman, S., & Del Rio, A. (2006). Preservice teachers’ responses to bullying scenarios: comparing physical, verbal, and relational bullying. Journal of Educational Psychology, 98(1), 219–231.CrossRef
Beale, A. V., & Hall, K. R. (2007). Cyberbullying: what school administrators (and parents) can do. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(1), 8–12.CrossRef
Beringer, A. (2011). Teacher’s perceptions and awareness of cyberbullying among middle school students. Unpublished Master’s thesis. New York: The College at Brockport, State University of New York.
Bibou-Nakou, I., Stogiannidou, A., & Kiosseoglou, G. (1999). The relation between teacher burnout and teachers’ attributions and practices regarding school behaviour problems. School Psychology International, 20(2), 209–237.CrossRef
Boulton, J. M., Hardcastle, K., Down, J., Fowles, J., & Simmonds, A. J. (2014). A comparison of preservice teachers’ responses to cyber versus traditional bullying scenarios: similarities and differences and implications for practice. Journal of Teacher Education, 65(2), 145–155.CrossRef
Buabeng-Andoh, C. (2012). Factors influencing teachers’ adoption and integration of information and communication technology into teaching: a review of the literature. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 8(1), 136–155.
Byers, L. D., Caltabiano, J. N., & Caltabiano, L. M. (2011). Teachers’ attitudes towards overt and covert bullying, and perceived efficacy to intervene. Australian Journal of Teacher Education, 36(11), 105–119.CrossRef
Campbell, M., Butler, D., & Kift, S. (2008). A school's duty to provide a safe learning environment: does this include cyberbullying. Australia & New Zealand Journal of Law & Education, 13(2), 21–32.
Caprara, V. G., Barbaranelli, C., Steca, P., & Malone, S. P. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: a study at the school level. Journal of School Psychology, 44, 473–490.CrossRef
Cholevas, K. N., & Loucaides, A. C. (2011). Factors that facilitate and barriers towards the implementation of health educational programmes in primary education schools of the prefecture of Achaia, Greece. Health Education Journal, 71(3), 364–375.
Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to teaching. Journal of Experimental Education, 60(4), 323–337.CrossRef
De Moor, S., Dock, M., Gallez, S., Lenaerts, S., Scholler, S., & Vleugels, C. (2008). Teens and ICT: risks and opportunities. Belgium: TIRO.
Dimitriou, M. (2010). The Principal’s work in primary school (teachers-students-parents). Opinions of school Principals of the city of Rhodes [in Greek]. Unpublished Master thesis. Rhodes, Greece: Department of Science of Preschool education, University of Aegean.
Dourou, T. (2015). Mental toughness, self-efficacy and job satisfaction of secondary education teachers [in Greek]. Unpublished Master Thesis. Greece: Greek Open University.
Eden, S., Heiman, T., & Olenik-Shemesh, D. (2013). Teachers’ perceptions, beliefs and concerns about cyberbullying. British Journal of Educational Technology, 44(6), 1036–1052.CrossRef
Filippou, G., & Christou, K. (2001). Educational texts, emotional factors and learning of mathematics. Athens: Atrapos.
Giapanidou, E. (2015). Principal’s influence on creating positive working climate and efficiency in modern primary school [in Greek]. Unpublished Master thesis. Thessaloniki, Greece: Department of Educational and Social Policy, University of Macedonia.
Glasman, L. R., & Albarracin, D. (2006). Forming attitudes that predict future behavior: a meta-analysis of the attitude–behavior relation. Psychological Bulletin, 132(5), 778–822.CrossRef
Hakanen, J. J., Bakker, B. A., & Schaufeli, B. W. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43, 495–513.CrossRef
Hoy, W. K., & Miskel, C. E. (1996). Educational administration: theory, research, and practice (5th ed.). New York: McGraw-Hill.
Huang, Y., & Chou, C. (2013). Revisiting cyberbullying: perspectives from Taiwanese teachers. Computers & Education, 63, 227–239.CrossRef
Judge, A. T., Thoresen, J. C., Bono, E. J., & Patton, K. G. (2001). The job satisfaction–job performance relationship: a qualitative and quantitative review. Psychological Bulletin, 127(3), 376–407.CrossRef
Kamtsios, S., & Lolis, T. (2016). Do Greek teachers experience burnout? The role of demographic characteristics and everyday stressful stimuli [in Greek]. Scientific Annals of Department of Preschool Education of University of Ioannina, 9, 40–87.
Ki Sook, K., & Kyunghee, K. (2009). Parent related factors in internet game addiction among elementary school students. Journal of Korean Academy of Child Health Nursing, 15(1), 24–33.CrossRef
Kokkinos, M. (2000). Professional burnout in Greek primary school teachers: cross cultural data on the Maslach burnout inventory. International Journal of Psychology, 35, 249–254.
Kokkinos, M. C., Panayiotou, G., & Davazoglou, M. A. (2005). Correlates of teacher appraisals of student behaviours. Psychology in the Schools, 42(1), 79–88.CrossRef
Kondilis, E., Giannakopoulos, S., Gavana, M., Ierodiakonou, I., Waitzkin, H., & Benos, A. (2013). Economic crisis, restrictive policies, and the population’s health and health care: the Greek case. American Journal of Public Health, 103(6), 973–979.CrossRef
Korevaar, C. G., & Bergen, T. C. (1992). Experienced teachers’ attributions and their reactions in problematic classroom situations. Teaching and Teacher Education, 8(5–6), 509–521.CrossRef
Koustelios, D. A., & Bagiatis, K. (1997). The employee satisfaction inventory (ESI): development of a scale to measure satisfaction of Greek employees. Educational and Psychological Measurement, 57(3), 469–476.CrossRef
Koustelios, D. A., & Tsigilis, N. (2005). The relationship between burnout and job satisfaction among physical education teachers: a multivariate approach. European Physical Education Review, 11(2), 189–203.CrossRef
Lee, M., & Tsai, C. (2010). Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the world wide web. Instructional Science, 38, 1–20.CrossRef
Liovas, D., Gerogiannis, V., Diplas, K., & Kostadima, E. (2011). Perceptions of secondary education teachers regarding the internet risks for students [in Greek]. In C. T. Panagiotakopoulos (Ed.) Integration and use of ICT in educational process – Proceedings of the 2 nd Pan-Hellenic Conference. Patra: Laboratory of Computer and Educational Technology (LCET).
Livingstone, S., Bober, M., & Helsper, E. (2005). Internet literacy among children and young people: findings from the UK children go online project [online]. London: London School of Economics & Political Science (LSE).
Livingstone, S., Haddon, L., Görzig, A., & Ólafsson, K. (2010). Risks and safety for children on the internet: the UK report. London: London School of Economics & Political Science (LSE).
Livingstone, S., Haddon, L., Görzig, A., & Ólafsson, K. (2011). EU kids online: Final report. EU Kids Online. London School of Economics & Political Science (LSE), London.
Martin, E. (2006). Vignettes and respondent debriefing for questionnaire design and evaluation. Methods for testing and evaluating survey questionnaires, 149–171.
Maslach, C., & Leiter, M. P. (2005). Stress and burnout: The critical research. In C. L. Cooper (Ed.), Handbook of stress medicine and health (2nd ed., pp. 153–170). London: CRC Press.
Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). Maslach burnout inventory. Manual (3rd ed.). Palo Alto: Consulting Psychologists Press.
Mattioni, L. (2013). School staff’s perceptions and attitudes towards cyberbullying. Unpublished Doctoral dissertation. New Zealand: Victoria University of Wellington.
McGuckin, C., Cummins, K. P., & Lewis, C. (2010). F2f and cyberbullying among children in Northern Ireland: data from the kids life and times surveys. Psychology, Society, & Education, 2(2), 83–96.CrossRef
Mitzner, D. K. (2011). Perceptions of cyberbullying from secondary school administrators in Texas. Unpublished Doctoral dissertation. Texas: Texas A&M University.
Mouza, Α. Μ., & Souchamvali, D. (2016). Effect of Greece’s new reforms and unplanned organizational changes on the stress levels of primary school teachers. Social Indicators Research, 128(3), 981–994.CrossRef
Nika, P. (2014). Global crisis and education. Impact of the economic crisis on education and the work of teachers [in Greek]. Unpublished Master thesis. Cyprus: Open University of Cyprus.
Ntoliopoulou, Ε. (2015). The impacts of poverty in general and on children in particular and possible ways of interventions for its prevention and reduction [in Greek]. Research in Education, 3, 97–125.
Ololube, N. P. (2006). Teachers job satisfaction and motivation for school effectiveness: an assessment. Essays in Education, 18, 1–19.
Olweus, D. (1993). Bullying at school. What we know and what we can do. Oxford: Blackwell.
Panagopoulos, N., Anastasiou, S., & Galani, V. (2014). Professional burnout and job satisfaction among physical education teachers in Greece. Journal of Scientific Research & Reports, 3(13), 1710–1721.CrossRef
Patsalis, C., & Papoutsaki, C. (2010). Burnout of primary school teachers [in Greek]. Scientific Forum, 14, 249–261.
Paulhus, D. L., & Vazire, S. (2007). The self-report method. Handbook of research methods in personality psychology, 1, 224–239.
Pegrum, M., Oakley, G., & Faulkner, R. (2013). Schools going mobile: a study of the adoption of mobile handheld technologies in Western Australian independent schools. Australasian Journal of Educational Technology, 29(1), 66–81.CrossRef
Pontes, M. H., Griffiths, D. M., & Patrão, M. I. (2014). Internet addiction and loneliness among children and adolescents in the education setting: an empirical pilot study. Aloma: Revista de Psicologia, Ciències de l'Educació i de l'Esport, 32(1), 91–98.
Sabanci, A. (2009). The effect of primary school teachers’ burnout on organizational health. Procedia - Social and Behavioral Sciences, 1, 195–205.CrossRef
Seidman, S. A., & Zager, J. (1991). A study of coping behaviour and teacher burnout. Work and Stress, 5(3), 205–216.CrossRef
Simms, K. D. (2013). Secondary assistant principals’ perceptions of cyberbullying in a rural county in North Carolina. North Carolina, North Carolina State University, Raleigh: Unpublished Doctoral dissertation.
Stauffer, S., Heath, M., Coyne, S., & Ferrin, S. (2012). High school teachers’ perceptions of cyberbullying prevention and intervention strategies. Psychology in the Schools, 49(4), 353–367.CrossRef
Thomas, M. K., O’Bannon, W. B., & Britt, G. V. (2014). Standing in the schoolhouse door: teacher perceptions of mobile phones in the classroom. Journal of Research on Technology in Education, 46(4), 373–395.CrossRef
Topkaya, E. (2010). Pre-service English language teachers’ perceptions of computer self-efficacy and general self-efficacy. The Turkish Online Journal of Educational Technology (TOJET), 9(1), 143–156.
Touloupis, Th. (2012). The use of new technologies among sixth grade students. Internet addiction and cyberbullying issues [in Greek]. Unpublished Master thesis. Thessaloniki, Greece: Department of Psychology, Aristotle University of Thessaloniki.
Touloupis, T., & Athanasiades, C. (2014). The risky use of new technology among elementary-school students: internet addiction and cyber-bullying [in Greek]. Hellenic Journal of Psychology, 11, 83–110.
Tschannen-Moran, M., & Gareis, C. (2004). Principals' sense of efficacy: assessing a promising construct. Journal of Educational Administration, 42(5), 573–585.CrossRef
Tschannen-Moran, M., & Woolfolk-Hoy, A. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17, 783–805.CrossRef
Vandebosch, H., Poels, K., & Deboutte, G. (2014). Schools and cyberbullying: problem perception, current actions and future needs. International Journal of Cyber Society and Education, 7(1), 29–48.CrossRef
Ware, H., & Kitsantas, A. (2007). Teacher and collective efficacy beliefs as predictors of professional commitment. The Journal of Educational Research, 100(5), 303–310.CrossRef
Yoon, S. J., & Kerber, K. (2003). Elementary teachers’ attitudes and intervention strategies. Research in Education, 69, 27–35.CrossRef
Metadaten
Titel
Principals’ attitudes towards risky internet use of primary school students: The role of occupational factors
verfasst von
Thanos Touloupis
Christina Athanasiades
Publikationsdatum
10.05.2017
Verlag
Springer US
Erschienen in
Education and Information Technologies / Ausgabe 1/2018
Print ISSN: 1360-2357
Elektronische ISSN: 1573-7608
DOI
https://doi.org/10.1007/s10639-017-9614-1

Weitere Artikel der Ausgabe 1/2018

Education and Information Technologies 1/2018 Zur Ausgabe

OriginalPaper

Development of an instrument to measure Faculty’s information and communication technology access (FICTA)

OriginalPaper

On parallel software engineering education using python

OriginalPaper

Students’ perspective on the first programming language: C-like or Pascal-like languages?

OriginalPaper

Effects of motivation, academic stress and age in predicting self-directed learning readiness (SDLR): Focused on online college students

OriginalPaper

Lost in translation: Understanding Students' use of social networking and online resources to support early clinical practices. A National Survey of graduate speech-language pathology students

OriginalPaper

Ubiquitous and Ambient Intelligence Assisted Learning Environment Infrastructures Development - a review