Pupils’ aggressive behaviour towards teachers is a serious educational problem prompting social need for its solution in the school environment. The present research study aims to monitor the current state of pupils’ aggressive behaviour towards teachers. The study is of a theoretical-empirical nature. At the theoretical level, the issue is relatively little treated in the Slovak professional literature. It is paid more attention by foreign authors. The empirical section of the study presents results of our research conducted in Slovakia in 2016 among teachers of the elementary school second level in the Banská Bystrica and Žilina regions, as well as among professional staff at centres for pedagogical counselling and prevention. The research paid special attention to forms of aggressive behaviour, gender differences and causes of these serious behavioural disorders in pupils. Pupils’ aggressive behaviour towards teachers may have a variety of forms of which the verbal form such as back-talking and vulgarisms towards teachers is the most frequent. Gender differences recorded in pupils’ aggressive behaviour towards teachers showed the prevalence of boys. From the aspect of causes of pupils’ aggressive behaviour towards teachers, those were mainly improper parenting and a lack of teacher authority.

Results of some research performed in Poland have evidenced a relation between the aggressive behaviour of adolescents and the parental attitude perceived by them as improper. According to the results of the earlier studies of authors, significant differences were observed between the levels of aggression manifested by girls and boys and in certain dimensions the aggression of adolescent girls was higher than that of boys. Recently study was undertaken to check the stability of differences related to the sex and aggressive behaviour of adolescents. The research was conducted twice. First in the year 2002 (stage I) and again after 10 years in 2013 (stage II). The data for analysis were collected in the Questionnaire of Perception of Parental Attitudes composed by Plopa and the Questionnaire on Aggressive Behaviour prepared by Wójcik. At the stage I the subjects were 86 young people (56 girls and 30 boys) aged 17 – 19, and in stage II, in 2013, the subjects of the study were 80 adolescents (40 girls and 40 boys) aged 17 – 19. The comparative analysis of the results from 2002 and 2013 has shown a limited stability of relation between the perception of parental attitudes as improper and aggressive behavior of adolescents as well as sexual differentiations of aggressive behavior.

Aggressive behaviour is a menace that has lasting consequences on the victims and the perpetrator, which could result in school avoidance, poor academic performance, dropout, and others. Thus, the study investigated the correlation between self-concept and aggressive behaviour among undergraduate students of the University of Ilorin, Kwara State, Nigeria. The stratified random sampling technique was adopted to select 720, with 386 male and 334 female participants. An instrument titled “Self-concept and Aggressive Behaviour Questionnaire (SABQ)” was used to collect data for the study. The instrument was subjected to test-retest reliability, and a value of r=77 was obtained. The research questions were answered using mean summation and average, while the hypotheses were tested with Pearson’s Product Moment Correlation and the t-test statistics. The results revealed a low level of self-concept among respondents; males have a lower self-concept than female undergraduate students. There was a high level of aggressive behaviour among respondents; males have more aggressive behaviour than females. There was significant mean difference between male and female respondents in their self-concept and aggressive behaviour. It was recommended that school guidance counsellors design and implement programmes that could enhance self-concept and reduce aggressive behaviour among undergraduate students of universities.

The study presents results of research conducted by means of the BPAQ and Cyber-Bullying Tolerance questionnaires on a sample of 788 elementary school pupils of the 8th and 9th grades. It shows an increase in verbal aggression, hostility and anger in the pupils. In terms of gender, the increase was confirmed in verbal aggression in boys and physical aggression in girls. Tolerance to cyber-bullying as a form of aggressive behaviour increases with the development of science and technology and the increase in pupils´ aggressive behaviour. Knowledge of manifestations and causes of pupils´ aggressive behaviour is the basis for the educational work of teachers and other professionals.