TEACHER LEADERSHIP COMPETENCE IN CULTIVATING AN ANTI-BULLYING SCHOOL CLIMATE. PERSPECTIVES ON THE HIDDEN CURRICULUM (BY ARTS)
TEACHER LEADERSHIP COMPETENCE IN CULTIVATING AN ANTI-BULLYING SCHOOL CLIMATE. PERSPECTIVES ON THE HIDDEN CURRICULUM (BY ARTS)

Summary/Abstract: Particular attention is paid to the learning experiences that students benefit from during their time spent in school institutions and the social climate of the student class. Experts from different fields are striving to support an effective instructional process by developing documents regulating school curricula, which aim at holistic personality formation, empowerment and optimal adaptation to a constantly changing society. Although specialists' recommendations support desiderata that refer to the development of healthy attitudes and behaviour aimed at optimizing students well-being and strengthening their sense of belonging to the group, there is little discussion of the hidden curriculum and its role in shaping the behaviour of children and young people. This paper highlights the role of the teacher as a leader of the group of students - able to influence the classroom climate by promoting values and attitudes that foster empathy and social proactivity. We have developed these ideas by particularizing them in relation to the difficulties posed by bullying. Our discourse focused on peer leadership skills aimed at diminishing bullying behavior and ensuring a positive classroom climate. The paper also presents a series of recommendations aimed at useful practices for optimizing teachers' ability to influence by implementing a hidden curriculum that acts as a brake against hostile climate.

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