[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-597692-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-597692-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","cyberbullying-in-schools-an-examination-of-preservice-teachers-perception","Cyberbullying in Schools - An Examination of Preservice Teachers’ Perception","","The study examines preservice teachers’ perceptions about cyberbullying, guided by four research questions on their concern level, confidence in managing cyberbullying problems, preparedness to deal with it, and beliefs about the importance of school commitment. Survey data from 154 preservice teachers in a Canadian two-year post-degree program indicate that most understand cyberbullying’s significant effects and report high concern, yet most do not view it as a problem in their schools. The findings also show low confidence in handling cyberbullying despite high concern.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/cyberbullying-in-schools-an-examination-of-preservice-teachers-perception/597692/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/cyberbullying-in-schools-an-examination-of-preservice-teachers-perception/597692.png","ImageObject",300,407,{"name":42,"@type":43},"pop out","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How does the study measure preservice teachers’ views on cyberbullying?","Question",{"text":63,"@type":64},"It uses a survey of 154 preservice teachers, structured around four guiding questions about concern, confidence, preparedness, and the perceived importance of school commitment.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What do the results suggest about concern versus confidence among preservice teachers?",{"text":68,"@type":64},"Although most preservice teachers understand cyberbullying’s effects and show high concern, most report little confidence in handling cyberbullying problems.",{"name":70,"@type":61,"acceptedAnswer":71},"What broader context is discussed to explain the rise of cyberbullying?",{"text":72,"@type":64},"The paper connects cyberbullying to increasing technology use among youth and describes how schools face pressure to adopt technology and online learning, creating new venues for bullying.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},597692,1792191805,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Cyberbullying in schools: An examination of preservice teachers’ perception  \nQing Li  \nAuthor:  \nQing Li is an Associate Professor in the Faculty of Education, University of Calgary . Her research expertise includes : educational technology, cyberbullying, game based learning, math and science learning, and gender equity . Correspondence regarding this article can be sent to her at: qin li@ucalgary .ca  \nAbstract: This study examines preservice teachers ’ perceptions about cyberbullying. Specifically, the following questions guide the research: (i) To what extent are preservice teachers concerned about cyberbullying? (ii) How confident are preservice teachers in managing cyberbullying problems? (iii) To what extent do preservice teachers feel prepared to deal with cyberbullying? (iv ) To what extent do preservice teachers think that school commitment is important? Survey data were collected from 154 preservice teachers enrolled in a two year post degree program in a Canadian university . The results show that although a majority of the preservice teachers understand the significant effects of cyberbullying on children and are concerned about cyberbullying, most of them do not think it is a problem in our schools . In addition, a vast majority of our preservice teacher have little confidence in handling cyberbullying, even though the level of concern is high.  \nPlease note : This article contains some text used by the author in other publications .  \nRé sumé : La pré sente étude examine la perception des futurs enseignants à l’é gard de la cyberintimidation. Plus pré cis é ment, les questions suivantes ont orienté la recherche : (i) Dans quelle mesure les futurs enseignants sont ils pré occupé s par la cyberintimidation ?  \n(ii) À quel point les futurs enseignants sont ils confiants dans leur capacit é de gé rer des problèmes de cyberintimidation ? (iii) Dans quelle mesure les futurs enseignants se sentent ils prêts à faire face à la cyberintimidation ? (iv ) Dans quelle mesure les futursenseignants pensent ils que l’engagement de l’é cole est important ? Les donné es del’enquête ont ét é recueillies auprè s de 154 enseignants non encore à l’emploi inscrits dansun programme de deux ans aux cycles supé rieurs dans une universit é canadienne . Les ré sultats montrent que bien que la majorit é des futurs enseignants comprennent les effets significatifs de la cyberintimidation sur les enfants et soient pré occupé s par ce phénomè ne, la p lupart d’entre eux ne pensent pas que la cyberintimidation constitue un problème dans nos é coles . En outre, une grande majorit é de nos futurs enseignants s ’avè rent peu confiants dans leur capacit é de gé rer la cyberintimidation, mê me s i leur n iveau de pré occupation est élevé .  \nIntroduction  \nSchool bullying is not a new issue . Over the last few years, a great deal of media attention has given to school bullying events involving children who have committed suicide and  \nhomicide as a result of being bullied ( Ded man, 2000) . Research suggests that both victims and offenders of bullying have much higher risk to engage in antisocial activities in adulthood ( Olweus, 1994, 2003) . Although the issue of bullying has received much attention in the popular media, fewer people recognize a growing problem cyberbullying. With the dramatic development of technology, bullies have found a new playground – cyberspace . Recent research has found that about one in four students report being victims of cyberbullying ( Bamford, 2005; Li, 2006, 2007a; Wola k, Mitchell & Finkelhor, 2006) . A close relationship between bullying and cyberbullying as well a bully cyberbully victim cycle has been identified ( Hinduja & Patchin, 2008; Li, 2007b; Patchin & Hinduja, 2006) . The phenomenon leads to the increased recognition that cyberbullying may become a serious problem ( Li, 2006) . Some researchers argue that  \nThe negative effects inherent in cyberbullying are not slight or trivial and have the potential t","cbCairBeG26AezVd","https://ap.wps.com/l/cbCairBeG26AezVd","pdf",677936,15,"English","# Introduction\n## Context – Technology and Youth\n# Research focus and survey findings","[{\"question\":\"How does the study measure preservice teachers’ views on cyberbullying?\",\"answer\":\"It uses a survey of 154 preservice teachers, structured around four guiding questions about concern, confidence, preparedness, and the perceived importance of school commitment.\"},{\"question\":\"What do the results suggest about concern versus confidence among preservice teachers?\",\"answer\":\"Although most preservice teachers understand cyberbullying’s effects and show high concern, most report little confidence in handling cyberbullying problems.\"},{\"question\":\"What broader context is discussed to explain the rise of cyberbullying?\",\"answer\":\"The paper connects cyberbullying to increasing technology use among youth and describes how schools face pressure to adopt technology and online learning, creating new venues for bullying.\"}]","Cyberbullying in Schools - An Examination of Preservice Teachers’ Perception | PDF",1792085516,38]