Проблема буллинга в контексте образовательной среды: опрос сотрудников школ
Teachers' and school administration's behavior is known to affect the dynamics of school bullying. Generally, this influence is formalized through school climate, which largely determines frequency and dynamics of potentially dangerous situations including bullying and cyberbullying. In Russia the school climate is poorly studied at the level of educational system. This article is aimed to survey the educational organizations' workers from different regions of Russia. In particular, we focused on the frequency of school bullying episodes, features of psychological climate and the contribution made to psychological climate by staff and administration. The online survey included 214 respondents. Three ways of the school climate description were identified: positive, tense and disconnected. The most common strategies towards bullying situations were specified (i.e. bullying prevention and termination of bullying situations). Several responses were indicative of neglect or aggravation in situations of bullying by school administration. Formal or undifferentiated description of the respondents' behavior was also present. Data analysis showed significantly lower frequency of bullying in schools with positive climate compared to those with the tense climate. Also, the frequency of bullying was significantly higher in schools where, according to the respondents, the administration ignored bullying incidents, demonstrated destructive behavior and avoided preventive activities. No relationship was found between the estimated frequency of bullying, school climate and the respondents' actions. This pilot study identified the problematics of bullying and teachers' reaction to it in Russian schools and stressed the need for further research.