التنمر الإلكتروني وعلاقته بالمناخ المدرسي لدى متعلمي المرحلة المتوسطة في بعض المدارس الرسمية في مدينة بيروت
This research focuses on a pivotal issue with extremely important educational and social dimensions: revealing the prevalence of cyberbullying behavior, the quality of the school climate, and its relationship to cyberbullying among middle school students in public schools in Beirut. Therefore, the research aimed to determine the prevalence of cyberbullying among these learners, identify the most commonly used forms, and reveal the existence of statistically significant differences between the average scores of males and females on the cyberbullying behavior scale. In addition, it aimed to determine the type of climate prevailing in the schools, and its relationship to cyberbullying, as well as to identify the dimensions of the school climate that predict the occurrence of cyberbullying. To achieve this purpose, the researcher relied on a descriptive correlational approach in her research, applying the cyberbullying scale and the school climate scale to a random sample of 1,152 male and female middle school students in public schools in Beirut, and to a sample of 293 teachers in these schools. In addition, she conducted interviews with the principals and supervisors of these schools, and conducted focus groups with teachers. The research found that the percentage of students surveyed who were not cyberbullies was 60.24%, compared to 39.76% who were cyberbullies in public schools in Beirut. Furthermore, there were statistically significant differences between male and female students in the prevalence of cyberbullying, in favor of males, and a statistically significant correlation between school climate and cyberbullying. It also found that the school climate is closed from the learners' perspective, and open from the teachers' perspective, and that the learner's relationship with the teacher and his relationship with his colleagues are two dimensions that predict the occurrence of an electronic climate. The research recommended the need for further research and studies to identify the causes of this phenomenon and mitigate its impact. It also recommended the development of awareness programs and workshops to address this problem, as well as the need to focus on the school climate by strengthening relationships among educational staff members through the adoption of policies based on respect, trust, and participation. (Author's abstract)