|Opis:||The theoretical section of the final paper describes the phenomenon of violence. Kobolt (1991, as cited in Aničić et al., 2002) states that violence is potentially a part of every individual. Brejc et al. (2009) explain violent behaviour in interpersonal relationships as unacceptable because it violates a person’s rights. The paper continues by shedding light on peer violence and abuse of power. It gives a definition of peer violence and the characteristics, types and roles of students in peer violence. Habbe (2000) mentions that in the growing-up phase the child becomes involved in various new environments, namely the kindergarten, school and playground, where they are forced to come into contact with other children and adults. Pečjak (2014) uses a term from recent literature to describe the violence taking place among peers, i.e. peer violence. She views it as aggressive behaviour that is intentional and involves an imbalance of power between the victim and the attacker. A considerable part of the paper’s theoretical section is devoted to presenting the role and activity of the school in cases of violence. Habbe (2000) emphasises that in order to effectively maintain students’ safety the school climate must not allow violence; the school must design its own strategy and develop a system for violence prevention and immediate action in cases of violence. Cankar et al. (2009) add that quality cooperation and a close connection between the parents and the school also contribute a great deal to efficiently achieving the educational objective.
At the end of section one, the approaches that have proved effective in reducing peer violence are described. Solving the problem of school violence can also be tackled by means of school and peer mediation, which are characterized by being neutral and stimulating (Kroflič et al., 2011). It is typical of mediation that it looks for solutions, encourages cooperation, does not dig up the past, and is not focused on the causes of events (Prgić, 2011). Students learn how to resolve conflicts constructively and in a better way (Prgić, 2010). It has been mentioned that the violence taking place in schools is connected with family and peer relationships, and with various school factors. It was therefore important to examine the role of the class teacher in the matter.
The empirical section examines the topic of peer violence, the options available to the class teacher in cases of peer violence, and how class teachers deal with peer violence. I was interested in the opinions of class teachers regarding how often they notice this phenomenon in their class, how they confront it, and how they resolve it. The descriptive method of empirical pedagogical research was used. The data were collected by means of a survey questionnaire for class teachers at selected seven (bilingual and monolingual) primary schools. The sample of respondents comprised 60 teachers in the first triennium and 32 teachers in the second triennium. The data were interpreted based on the absolute frequency and the percentage frequency, and by analysing the dependence between variables with the χ² test at the risk level (p ≤ 0.05). The results have shown that there are statistically significant differences in the perception of the phenomenon of peer violence. Statistically partial differences have been observed in the frequency of peer violence based on the students’ gender; in the most common form of peer violence in the classroom between boys and between girls; in how the teacher deals with peer violence; in the teacher’s actions when noticing peer violence; in the measures taken to preserve non-violence; and in the impact of school mediation on the student and on the class.
As regards the teachers’ opinions on the decline, increase or stagnation of peer violence at the schools no statistically significant difference has been observed, indicating that the findings reflect the teachers’ divergent opinions.
The concluding section|