ABSTRACT The present study aimed to investigate and compare school principals’ and teachers’ perceptions regarding online risk behaviours in school-aged children, examining simultaneously the predictive role of their perceived self-efficacy in their perceptions under study. The participants were 237 principals and 295 teachers, mainly from Central Macedonia and Attica, who completed a self-reported online questionnaire. According to the findings, participants declared awareness of students’ online risk behaviours. However, compared to teachers, principals to a greater extent felt confident to manage this issue and support school community involvement in the prevention of/intervention in it. Furthermore, principals’ self-efficacy in promoting students’ learning/ethical behaviours in school and teachers’ self-efficacy in managing students’ behavioural problems inside a classroom predicted positively their perceptions under study. The findings indicate the necessity of applying differentiated related training programmes for principals and teachers, highlighting simultaneously the importance of their perceived self-efficacy in how they approach the issue studied.

中文翻译：

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小学校长与教师对学生网络风险行为认知的比较：自我效能感的作用

摘要 本研究旨在调查和比较学校校长和教师对学龄儿童在线风险行为的看法，同时检查他们的自我效能感在他们所研究的看法中的预测作用。参与者是 237 名校长和 295 名教师，主要来自中马其顿和阿提卡，他们完成了一份自我报告的在线问卷。根据调查结果，参与者声明了对学生在线风险行为的认识。然而，与教师相比，校长更有信心管理这个问题并支持学校社区参与预防/干预。此外，校长在促进学生在学校学习/道德行为的自我效能感和教师在课堂内管理学生行为问题的自我效能感正面预测了他们对学习的看法。调查结果表明，有必要为校长和教师应用差异化的相关培训计划，同时强调他们感知自我效能在他们如何处理所研究的问题方面的重要性。