Exploring Negative Teacher Behaviour towards Learners: The Long-Term Psycho-Emotional Effects

Dap Louw, Christa Beyers
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Abstract

The importance of teachers in a child’s development is well known. However, relatively little research has been conducted on their influence on a child’s psycho-emotional development, and almost none on long-term negative effects. This study aimed to add to the much-needed data in this regard. It focused on 115 respondents in Free State province, South Africa. The respondents consisted of primary and high school teachers, ranging in age from 20 to older than 65 (sd = 10.84). More female (n = 81, 70%) than male (n = 34, 30%) respondents participated, and most were white (n = 92, 80%). A mixed-methods research design was employed, making use of a self-compiled questionnaire. More than 50% of the respondents indicated that they continue to experience psycho-emotional impacts such as depression and feelings of inferiority inflicted by teachers many years prior. Limitations of the study are discussed, and recommendations are made on how to address this important problem.
探索教师对学生的负面行为:长期的心理情感影响
教师对儿童发展的重要性众所周知。然而,关于教师对儿童心理情感发展的影响的研究却相对较少,关于长期负面影响的研究几乎为零。本研究旨在补充这方面急需的数据。研究以南非自由州省的 115 名受访者为对象。受访者包括小学和中学教师,年龄从 20 岁到 65 岁以上不等(sd = 10.84)。女性受访者(n = 81,70%)多于男性受访者(n = 34,30%),大多数受访者为白人(n = 92,80%)。研究采用了混合方法研究设计,并使用了自编问卷。超过 50%的受访者表示,他们仍然受到多年前教师所造成的心理情感影响,如抑郁和自卑感。本文讨论了研究的局限性,并就如何解决这一重要问题提出了建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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