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JOURNAL OF INTERDISCIPLINARY RESEARCH

mobile phone and/or internet

Threats or intimidations through
mobile telephone and/or internet

.598

Hacking an electronic account

(e-mail, social net accounts, etc.)

.549

Creation of the teacher´s

fake profile on a social network

.532

Blackmailing through internet

or mobile telephone

.351

Physical assault

.896

Attempt at a physical assault

.872

Threatening to use physical

violence

.734

The research showed that, on average, the teachers most often
come into contact with an improper behaviour related to the
learners´ demonstrative rejection to answer or to do a set task,
ignoring, slandering and improper loud comments towards
themselves. Less frequently also with verbal
insults/abuses/vulgarisms, ridiculing. Least frequently there
occur molestation, internet or mobile phone blackmailing, or
hacking into an electronic account.

Furthermore, we were interested in finding out whether there is a
relation between individual types of improper behaviour and the
length of the teacher´s practice.

From the length of the teacher´s

practice was expected a better orientation in important areas
related to, for example, identification – helping a learner to
identify the aim of improper behaviour; stopping learner´s
improper behaviour; searching for ways of encouraging the
learner; how to preserve the teacher´s natural authority, and so
on. A significant relation was recorded only between the
age/length of practice and the demonstrative refusal to answer,
or to do the required task. It is a weak, negative relation, which
means that the older the teacher is, or the longer practice he/she
has, the lesser he/she is confronted with this improper behaviour.
Then a significant relationship was identified with the variable of
purposeful damaging of personal property at school, reported
more by older teachers, or teachers with longer practice. It is also
a weak, positive relation. The last significant relation was
identified with sexual harassment, the older the teacher is, or the
longer practice he/she has, the lesser occurrence the phenomenon
has. It is a weak, negative relation.

Subsequently, we focused on the comparison of such acts of
improper behaviour as verbal aggression, cyberbullying and
physical aggression on the teacher´s sex. This fact was verified
by the Mann-Whitney U-test for two independent selections and
its result is given in Table 2. Based on the significance value (p
> 0.05), it is possible to claim that there is no statistically
significant difference in the factors of improper behaviour
between men and women. Men and women are similarly
confronted with individual factors.

Tab. no. 2 Improper behaviour with regard to the teacher´s sex

sex

Average

order

U-test

value

Verbal

aggression

Woman

332

203.13

10415.500

0.313

Man

187.67

Cyber-

bullying

Woman

332

199.12

10828.500

0.471

Man

207.26

Physical

aggression

Woman

332

199.35

10907.500

0.405

Man

206.10

Then we focused on the difference in the factors of improper
behaviour according to the type of school. We verified it by
Mann-Whitney U-test for two independent selections and its
result is given in Table 3. Based on the value of significance, it
may be stated that a statistically significant difference (p < 0.05)
is only in the factor of cyberbullying. There is no statistically
significant difference (p > 0.05) in case of verbal aggression and
physical aggression. From the data about average order and the

average may result that there is more cyberbullying at secondary
schools.

Tab. no. 3 Improper behaviour according to the type of school

sex

Average

order

U-test

p-value

Verbal

aggression

85.86

3621.500

0.142

97.26

Cyberbullying

90.41

4040.000

0.671

92.61

Physical

aggression

96.04

3722.000

0.034

2 Pedagogical and didactic aspects of teacher work related to
devalvation pedagogical issues

According to M. Vágnerova (2004), the problems in the area of
behaviour must be solved as soon as possible and it is necessary
for the teachers to be able to assess the essence and reason of
improper acts, to try to manage them through usual pedagogical
means, best in cooperation with parents, and if their procedure
were not sufficiently effective, to know whom to ask for
consultations or help. The teacher should become aware that
his/her opinion of the problematic behaviour of a certain child
does not always have to be absolutely objective, since he/she is
personally involved in the situation, a learner harasses and
enervates him/her, therefore the teacher may not be able to keep
a sufficient distance. The teacher should know that it is a normal,
natural response, which does not mean that he/she failed
professionally.

B. Kováčová (2014) claims that the occurrence of bullying and
aggressive acts in various forms points to the introduction of
systematic changes and measures. If they are not observed, it is
evident that the system with newly created rules will collapse. It
must be taken into account that not the rules, but their strict
observing may lead to the required changes in the environment
where the bullying takes place.

According to K. Tišťanová

(2012), the school is responsible if bullying occurs in the school
environment. It is necessary to approach the class teacher as the
first person, potentially the guidance counsellor, or the
headmaster, who must deal with the problem and solve it.
Solving the problems between the teacher and the learner may
not be done only through orders, prohibitions or directions. What
is much more effective is to analyse the problems with learners,
to look for solutions and eliminate them. “A good teacher will let
students learn from the problem, so that they can avoid it in the
future, and will not allow to do the pointless devaluation
practices in class” (Petlák, E., 2006, p. 89).

It must be said, however, that not every act of offensive
behaviour, invectives, or fights, may be qualified as aggressive
behaviour and acting of the child, requiring a professional
interference. It is generally known that the aggression is given to
a human being internally (instinctively), and it depends on
several factors whether it develops in him/her to a form of
undesirable behaviour, or to such behaviour which may be,
medicinally, qualified as a health problem (Hanuliaková, J. et al.,
2015, p. 32). T. Jablonský (2006) claims that through the
development of cooperative skills a natural overcoming of
aggressive behaviour may be achieved. The strategies and
methods of cooperative learning lead the learners to the
development of the empathic behaviour of learners, sensitivity,
mutual understanding, development of friendly relations, to the
overcoming of interpersonal barriers.

Many incentives on how to optimise the education and relations
between teachers and learners can be found also in the T.
Gordon´s publication (2015). He depicts in it “the education
without the defeated at school”. The essence of this education is
searching for an acceptable solution for both parties, i.e. for

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