• Korean Journal of Social Welfare
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• v.64 no.1
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• pp.79-100
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• 2012

The predominant concern of the study consist in: (1) the direct effect of social commitment on teachers' intervention efficacy for helping both victims and offenders in school violence situation; (2) the indirect effects of both teachers' perceptions of offenders and victims, and fairness of school regulations on teachers' intervention efficacy. Research is based on a survey conducted with 351 teachers(84 males and 267 females) from 10 middle schools located in different districts of the city of Daegu. In order for subjects to verify research questions, structural equation models in teachers' intervention efficacy for helping both victims and offenders were explored. In order to verify the difference between mediators' effect, along with total indirect effect and each individual mediator's effects, bias-corrected bootstrapping analysis by using Mplus were employed. The major findings of the study supported the significance on direct effect of social commitment, and indirect effect of both fairness of school regulations and teachers' perceptions toward offenders and victims, on teachers' intervention efficacy. However, the indirect effect of fairness of school regulations(.025) was far outweighed by teachers' perceptions(.224) toward offenders and victims. In conclusion, the above findings claim our attention in that they provide a range of practical implications for teachers and other related professionals including school workers who are engaged in helping out both victims and offenders in school violence situation.

• Korean Journal of Social Welfare
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• v.37
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• pp.357-379
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• 1999

In recent years, the subject of peer rejection in school settings has received increased attention in the massmedia and counseling literature. This study focused on the effect of individual and environmental factors on peer rejection. Dependent variable was the number of perpetrating peer rejection and independent variables were psychological, behavioral, familial factors, exposure of peer rejection and perception about school policies. Ordered Probit model was employed because of the nature of limited dependent variable. The data were collected from 714 middle-school student in Seoul. Major findings were as follows. First of all, the adolescents who has aggression and problematic behaviors in school were more likely to participate in peer rejection. Second, negative parent-children relationships and the family structure didn't have significant effects on peer rejection. And there were not a significant effect of attitude toward academic value and academic achievement on peer rejection. Third, environmental risk factors such as negative peer relationship and the exposure to rejection had a significant increasing effect on peer rejection. But consistent school policies didn't have a significant effect. In conclusion, this study confirmed that peer rejection in school settings was affected by school environment such as negative-peer relationship, and exposure to rejection. Therefore, comprehesive and systematic intervention programs should be required to ensure that all the pupils at school have a right to learn in a safe and fear-free environment.