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A Study of Bullying of Teachers by Pupils in an Inner London School
Abstract
This paper addresses the issue of bullying of teachers by pupils, which is referred to as teacher targeted bullying (TTB). The aim of this study was to document the nature, duration and level of TTB in an inner London school. The writers believe the results indicate the need for public and professional recognition that TTB exists and that it is a complex problem which can affect teacher performance, morale, and student learning.
... Over the past two decades, academic engagement with the issue of teachers being bullied by students has become more evident in the literature (Lahelma, 1996;Terry, 1998;Pervin and Turner, 1998). However, the topic is still greatly under-researched, with the authors of the most recent U.S. study (Espelage et al., 2013) insisting that the issue is "rarely defined, empirically studied, or meaningfully discussed within academic circles" (Espelage et al., 2011, p.2). ...
... Increasingly international researchers have highlighted the need for greater academic, societal and political awareness and recognition of SBT (e.g. Terry, 1998;Pervin and Turner, 1998;Munn et al., 2004;Khoury-Kassabri et al., 2009;De Wet, 2010;McMahon et al., 2011;Turkum, 2011) as a critical first step in effectively addressing the issue. SBT must be recognised as an emerging global issue rather than the result of individual teachers' inadequate teaching abilities or character flaws (Munn et al., 2004). ...
... The student bullying of teachers has been referred to by various terms such as "bullying" (Terry, 1998;James and Lawlor, 2008;De Wet, 2010;Kauppi and Pörhölä, 2012), "teacher targeted bullying" (Pervin and Turner, 1998), "cross-peer abuse" (Terry, 1998) and "violence against teachers' (Dzuka and Dalbert, 2007;Chen and Astor, 2009;Khoury-Kassabri et al., 2009;Wilson et al. et al., 2011;Turkum, 2011;Mooij, 2011). SBT has also been labelled as "bullying and harassment of teachers' (Benefield, 2004), "educator targeted bullying" (Matsui, 2005;De Wet, 2010) and "victimisation" (Dworkin, Haney and Telschow, 1988). ...
The student bullying of teachers (SBT) is a distinct, complex and multi-faceted problem which was first empirically examined in the late 1990s by researchers in Finland (Kivivuori, 1996) and in the United Kingdom (Terry, 1998; Pervin and Turner, 1998) who suggested that particular patterns and characteristics of student behaviour towards teachers may be identified as bullying, rather than general disruptive behaviour or violence. SBT is an emerging global issue, yet it is under-recognised in academic, societal and political spheres compared with violence against teachers and other forms of bullying, resulting in limited conceptual understanding and awareness of the phenomenon. An in-depth understanding of SBT is fundamental to establishing an effective response to address the issue. Therefore, this article seeks to advance conceptual understanding and awareness of SBT and to highlight the ways in which the phenomenon may be manifested. The difficulties associated with establishing a definitive definition of SBT are explored under the three central components of a bullying definition –intent to harm, repetition and power imbalance. These components are discussed in relation to the unique qualities and complexities of SBT. The manifestation and prevalence of SBT both in Ireland and in an international context are also explored.
... Yapılan araştırmalar incelendiğinde öğretmen mağduriyetinin birçok ülkede önemli bir sorun olduğu görülmektedir. İngiltere'de yapılan bir araştırmada öğretmenlerin %90'ının, başka bir araştırmada ise öğretmenlerin %56,4'ünün öğrencileri tarafından mağdur edildikleri belirlenmiştir (Pervin ve Turner, 1998). Yeni Zelanda'da yapılan bir araştırmada öğretmenlerin %28'inin, Güney Afrika'da ise öğretmenlerin %79,7'sinin öğrencileri tarafından mağduriyete uğradıkları tespit edilmiştir (Pervin ve Turner, 1998;Terry, 1998;De Wet ve Jacobs, 2006). ...
... İngiltere'de yapılan bir araştırmada öğretmenlerin %90'ının, başka bir araştırmada ise öğretmenlerin %56,4'ünün öğrencileri tarafından mağdur edildikleri belirlenmiştir (Pervin ve Turner, 1998). Yeni Zelanda'da yapılan bir araştırmada öğretmenlerin %28'inin, Güney Afrika'da ise öğretmenlerin %79,7'sinin öğrencileri tarafından mağduriyete uğradıkları tespit edilmiştir (Pervin ve Turner, 1998;Terry, 1998;De Wet ve Jacobs, 2006). ...
... Öğretmen mağduriyetin önlenmesi için, bu alanda araştırmalar yapmak ve bu doğrultuda ortaya çıkan sonuçlara yönelik gerekli tedbirlerin alınması için politika geliştiricilere ışık tutmak oldukça önemlidir. Fakat okulda mağduriyet konulu çalışmalarda genellikle mağdurun öğrenci olduğu şiddet olayları ve nedenleri üzerinde durulduğu, öğretmenlere yönelik mağduriyet alanında sınırlı sayıda çalışmanın olduğu görülmektedir (Pervin ve Turner, 1998;Terry, 1998;James ve diğerleri, 2008). Bunun yanı sıra ülkemizde öğretmen mağduriyetini ölçen psikometrik özelliklere sahip bir ölçme aracı bulunmadığından bu alanda rasyonel değerlendirme yapmak da güçtür. ...
Yapılan literatür araştırmalarına göre eğitim-öğretimin ciddi sorunlarından olan öğretmen mağduriyetini ölçen, geçerlik ve güvenirlik analizleri yapılmış bir ölçme aracı henüz Türk kültüründe geliştirilmemiş ve uyarlanmamıştır. Bu çalışmanın amacı, Chunyan Yang ve arkadaşları (2018) tarafından geliştirilen 24 madde 6 alt faktörden oluşan Çok Boyutlu Öğretmen Mağduriyet Ölçeği’ni (ÇBÖMÖ) Türk kültürüne uyarlamaktır. Şanlıurfa ili Hilvan ilçesinde görev yapan 361 öğretmenden alınan verilerle yapılan bu çalışmada veri toplama araçları olarak; ÇBÖMÖ ve Duygusal Şiddete Maruz Kalma Ölçeği (DŞMKÖ) kullanılmıştır. Dil eşdeğerliği için 34 İngilizce öğretmenine ölçeğin İngilizce ve Türkçe formları belirli bir arayla uygulanmış, elde edilen puanlar arasında pozitif yönde bir ilişki (r=.86, p<0,01) olduğu görülmüştür. Ölçüt geçerliğini test etmek için uygulanan ÇBÖMÖ ve DŞMKÖ’den elde edilen puanlar arasında pozitif yönde bir ilişki (r=.64, p<0,01) bulunmuştur. Yapı geçerliliğini test etmek için açımlayıcı faktör analizi (AFA) ve doğrulayıcı faktör analizi (DFA) uygulanmıştır. Verilerin faktör analizine uygunluğunu test etmek için yapılan Kaiser Meyer Olkin örneklem büyüklüğü testi 0,891 ve Barlett küresellik testi χ2= 5905,160, p<0,01 olarak bulunmuştur. Bu sonuçlara göre faktör analizine uygun olduğu belirlenen veriler ile yapılan AFA sonucunda altı faktörlü bir yapı elde edilmiştir. Madde toplam korelasyon değerlerinin r=.48 ile r=.71 arasında değiştiği, toplam varyansın %71,2’sini açıkladığı belirlenmiştir. Ortaya yapının model uyumu DFA ile test edilmiş ve uyum indekslerinin (χ2/sd=1,5, RMSEA=0,074, RMR=0,083, GFI=0,86, AGFI=0,92, NFI=0,92, NNFI=0,97, IFI=0,97, CFI=0,97, RFI=0,91) iyi düzeyde olduğu belirlenmiştir. Güvenirlik analizlerinde; iç tutarlılık katsayısı α=0,93, test-tekrar test güvenirliği r=.93(p<0,01), iki yarı güvenirliği r=.83(p<0,01) olarak belirlenmiştir. Bu bulgulara göre, Türk kültürüne uyarlanan ÇBÖMÖ’ nün, öğretmenlerin mağduriyet düzeylerini belirlemede geçerliği ve güvenirliği olan bir ölçme aracı olduğu sonucuna ulaşılmıştır.
... The term used to describe the bullying behavior of learners targeting the persons who are providing the knowledge is classified as Educator-Targeted Bullying (ETB) or Teacher-Targeted Bullying (TTB) (De Wet & Jacob, 2006, De Wet, 2010, De Wet, 2012, Ozkilic & Kartal, 2012, & Pervin & Turner, 1998. The acronym ETB will be used in this paper to describe this form of bullying. ...
... Researchers have used both of these terms in describing negative behaviors against teachers. Even though there is no consistency or agreement on which term should be used, researchers have given effort in understanding students' negative behaviors against teachers (Pervin & Turner, 1998, De Wet & Jacob, 2006, De Wet, 2010, Dong, 2010, Ozkilic & Kartal, 2012, Kauppi and Pörhölä, 2012b, Kõiv, 2015, Zhang, Musu-Gillette & Oudekerk, 2016. The results of these studies showed that ETB is a real issue in real life. ...
... Bullying has been found to be an international issue. Teachers from Estonia, Europe (Kõiv, 2015), London, England, (Pervin &Turner, 1998), andFree State, Africa (De Wet, 2010) have reported to be bullying victims. Three articles regarding teachers from different countries being bullied by students will be reviewed below. ...
Past research normally focused on students bullying their peers. Systematic research has not been conducted targeting students’ various bullying behaviors against teachers. The current study focused on understanding the issue which teachers are bullied by students.
Both quantitative survey and qualitative focus group/interviews were conducted. American and Chinese teachers from elementary, middle, and high schools, were recruited for a self-created survey study. A pilot study was conducted regarding the survey, to ensure the clarity and understandability of the survey, by collecting reviewers’ feedback on the survey. Revisions were made on the survey after the pilot study. The survey included teachers’ experiences with students bullying teachers, teachers’ perception on the reasons for students bullying teachers, bullying policy, school safety.
Further, focus group meeting was conducted with Chinese teachers, and individual interviews were conducted for American teachers to study further about their experiences with students bullying teachers, and to understand the cultural reasoning for students bullying teachers.
Survey results showed that American teachers experienced mainly relational, verbal, physical, discriminatory bullying; Chinese teachers mainly experienced relational, verbal bullying. The majority of American teachers reported the bullying behavior to school administrators. But that was not the case for Chinese teachers. Both American and Chinese teachers showed concern regarding students imitating their parents’ negative behaviors against teachers.
Qualitative results showed that both American and Chinese teachers reported they experienced or witnessed bullying behaviors from students, parents, administrators, or teachers. Both American and Chinese participants reported teachers are not highly respected in current teaching environment.
... The term used to describe the bullying behavior of learners targeting the persons who are providing the knowledge is classified as Educator-Targeted Bullying or Teacher-Targeted Bullying (e.g. De Wet & Jacobs, 2006, De Wet, 2010Kõiv, 2020;Ozkilic & Kartal, 2012;Pervin & Turner, 1998) and in this approach as teacher-targeted bullying (TTB) involves the bullying of teacher by student with the three central components of a bullying definition -repetition, intention and power imbalance require consideration in teacher-learner relations at school context. ...
... More than two decades have passed since the publication of Pervin and Turner's (1998) report the challenges for schools to notice the existence of TTB is still alive, despite the fact that for the past ten years, there was a substantial increase in the prevalence of teacher targeted bullying (Kõiv, 2015). Previous international studies (in Estonia, Finland, Ireland, Malaysia, New Zealand, South Africa, Turkey) on the TTB have predominantly examined the problem in terms of nature, prevalence, negative effects and risk factors among teachers (quantitatively: Benefield, 2004;Billett, Fogelgarn, & Burns, 2019;De Wet, 2006;De Wet & Jacobs, 2006;Kõiv, 2015;Özkiliç, 2012;Özkilic & Kartal, 2012;Pervin & Turner, 1998;Santos & Tin, 2018;Uz & Bayraktar, 2019;Terry, 1998;Woudstra, Van Rensburg, Visser, & Jordaan, 2018; among teachers as victims of TTB (qualitatively: Bester, Du Plessis, & Treurnich, 2017;De Wet, 2010quantitatively: Kauppi & Pörhölä, 2012a, 2012bKõiv, 2020), and also carried on via social media (qualitatively: De Wet, 2019). ...
... More than two decades have passed since the publication of Pervin and Turner's (1998) report the challenges for schools to notice the existence of TTB is still alive, despite the fact that for the past ten years, there was a substantial increase in the prevalence of teacher targeted bullying (Kõiv, 2015). Previous international studies (in Estonia, Finland, Ireland, Malaysia, New Zealand, South Africa, Turkey) on the TTB have predominantly examined the problem in terms of nature, prevalence, negative effects and risk factors among teachers (quantitatively: Benefield, 2004;Billett, Fogelgarn, & Burns, 2019;De Wet, 2006;De Wet & Jacobs, 2006;Kõiv, 2015;Özkiliç, 2012;Özkilic & Kartal, 2012;Pervin & Turner, 1998;Santos & Tin, 2018;Uz & Bayraktar, 2019;Terry, 1998;Woudstra, Van Rensburg, Visser, & Jordaan, 2018; among teachers as victims of TTB (qualitatively: Bester, Du Plessis, & Treurnich, 2017;De Wet, 2010quantitatively: Kauppi & Pörhölä, 2012a, 2012bKõiv, 2020), and also carried on via social media (qualitatively: De Wet, 2019). Although, teacher-directed violence is an issue analyzed in international arena (Longobardi et al., 2019) studies predominantly look at this phenomenon from the perspective of the teachers and only limited studies have focused on the teachers as victims' perspective. ...
"The aim of this study was to gain insights into the bullying of teachers by their learners from the perspective of victims of teacher-targeted bullying by learners. This study followed a qualitative and descriptive research design stemming from semi-structured personal interviews with victims of teacher-targeted bullying. A thematic content analysis of the data generated from semi-structured personal interviews with six victimized teachers as a snowball sampling. The sample consisted of male (n=2) and female (n=4) participants from rural (n=3) and urban (n=3) school locations in Estonia. The focus of this study was to determine how the teachers who have experienced bullying by their students describe the nature, influence and reasons attributed to such bullying. The findings indicate that the victims of teacher-targeted bullying by students were exposed repeatedly over long time verbal bullying, ignoring the teacher and other threats and cyber-attacks directed against teachers, whereby line between learners’ misbehavior at classroom and bullying behavior was recognized viewing bullying as group-based phenomenon. Bullying against teachers by pupils had a negative influence on the victims’ teaching and learning, as well as their private lives; and victims perceived the lack of support from educational authorities."
... A consistency throughout studies that focus on workplace bullying is that teaching is among the high-risk occupations for abuse (Blase, Blase, & Du, 2008;Fahie & Devine, 2014). Research highlighting the bullying of teachers began at the turn of the century in the United Kingdom (UK) (Pervin & Turner, 1998;Terry, 1998) and the United States (USA) (Blase & Blase, 2002) and thereafter spread to the rest of the world, inter alia India (Sinha & Yadav, 2017), China (McCormack, Casimir, Djurkovic, & Lang, 2009), Ireland (Fahie & Devine, 2014), Turkey (Cemaloğlu, 2007;Kilic, 2009;Kormaz & Cemaloğlu, 2010), Lithuania (Bernotaite & Malinauskiene, 2017;Malinauskienë, Obelenis, & Dopagienë, 2005), Estonia (Kŏiv, 2015), Croatia (Russo, Milić, Knežević, Mulić, & Mustajbegović, 2008), Australia (Casimir, McCormack, Djurkovic, & Nsubuga-Kyobe, 2012;Riley, Duncan, & Edwards, 2011), Uganda (Casimir, McCormack, Djurkovic, & Nsubuga-Kyobe, 2012), South Africa (De Vos & Kirsten, 2015;De Wet & Jacobs, 2006) and Lesotho (Matsela & Kirsten, 2014). Workplace bullying can be defined as "repeated actions and practices that are directed against one or more workers". ...
... This group force can be disempowering to such an extent that the teachers may believe that they "cannot defend themselves from bullying, despite their formal position as authorities at school". Pervin and Turner (1998) argue that the bullying of teachers by their learners and learner misbehaviour may be seen as the same thing. Whereas some teachers may perceive negative acts such as insults, namecalling, offensive remarks, shouting and disobedience as learner misbehaviour (Hempel-Jorgensen, 2009;Houghton, Wheldall, & Merrett, 1988), others may perceive these acts to constitute learner-on-educator bullying (Kŏiv, 2015). ...
... Whereas some teachers may perceive negative acts such as insults, namecalling, offensive remarks, shouting and disobedience as learner misbehaviour (Hempel-Jorgensen, 2009;Houghton, Wheldall, & Merrett, 1988), others may perceive these acts to constitute learner-on-educator bullying (Kŏiv, 2015). To clarify this misconception, Pervin and Turner (1998) emphasize the repetitive nature of the negative acts in their characterization of learner-on-teacher bullying. Learner-onteacher bullying can be seen as a subset of workplace bullying in schools. ...
Workplace bullying within the school context includes a multitude of role players because teachers may be targeted by their colleagues, principals, the members of the management and administrative staff of their school, parents and learners. They may, however, also be guilty of bullying learners placed under their care. This chapter reviews research on workplace bullying in schools, highlighting the preferred research methods, research focus and the under-theorizing of the research. The chapter exposes the influence of different relations, for example, teacher–principal and teacher–learner, on what may be perceived to be workplace bullying in schools. The antecedents of workplace bullying in schools, as well as the negative effects of bullying on the victims and schools as an organization, are underscored. Suggestions on how to address the negative workplace behaviours in schools are offered. Recommendations for future research are made.
... Although teacher-targeted bullying has been studied since the late nineties (Pervin & Turner, 1998;Terry, 1998) in England, as one branch of boarder teacher-directed violence, this type of bullying has received limited research attention in various (e.g. Australia, Estonia, Finland, Ireland, Malaysia, New Zealand, South Africa, Turkey) countries. ...
... Australia, Estonia, Finland, Ireland, Malaysia, New Zealand, South Africa, Turkey) countries. Studies on the TTB have predominantly examined the problem in terms of nature, prevalence and negative effects among teachers (quantitatively: Benefield, 2004;Billett et al., 2019;De Wet, 2006;De Wet & Jacobs, 2006;Kõiv, 2015;Özkiliç, 2012;Özkiliç & Kartal, 2012;Pervin & Turner, 1998;Santos & Tin, 2018;Uz & Bayraktar, 2019;Terry, 1998;Woudstra et al., 2018); among teachers as victims of TTB (qualitatively: Bester et al., 2017;De Wet, 2010; quantitatively: Kauppi & Pörhölä, 2012a, 2012b, among students (quantitatively: James et al., 2008) and also carried on via social media (qualitatively: De Wet, 2019). ...
... A questionnaire, adapted from the one used by Pervin and Turner (1998) as 16-item measure of Teacher Targeted Bullying, was compiled to use as a data-gathering instrument. The cover letter of the equestionnaire provided the definition of TTB by Pervin and Turner (1998). ...
... Zorbalık davranışının tanımlanmasında araştırmacılar genel olarak kabul görmüş üç önemli boyutu ortaya koymaktadır. Birinci boyut, davranışın amaçlı olarak yapılıyor olması; ikinci boyut, davranışın tekrarlanıyor olması ve üçüncü ve son boyut ise, güç dengesizliğinin varoluşudur (Terry, 1998;Pervin & Turner, 1998;Duy, 2013;Garrett, 2014). ...
... Çeşitli araştırmacılar, çalışmalarında öğretmene yönelik öğrenci zorbalığına farklı isimler vermektedirler. "Cross-peer abuse" (Terry, 1998), "teacher-targeted bullying" (Pervin &Turner, 1998), "educator-targeted bullying" (DeWet, 2010), "student bullying of teachers" (Garrett, 2014) "öğretmenlere yönelik öğrenci zorbalığı" kavramını adlandırmak için yurtdışı alan yazınında göze çarpan ifadelerdir. ...
... Yapılan araştırmada, okutmanların öğrenci zorbalığının neden olacağı en önemli etkiler olarak okutmanın motivasyonunun, mesleki özgüveninin, iş performansının, iş tatmininin düşmesi; öğrencilerle diyaloglarının zayıflaması; gerginlik ve stres düzeylerinin artması; meslekten soğumaya yol açması, özellikle zorbalığa uğranan sınıfa derse gitmek istememe ve günlük hayatın etkilenmesi olduğu algısına sahip oldukları tespit edilmiştir. Diğer çalışmalara bakıldığında ise, zorbalığa maruz kalmanın öğretmenin moralini, performansını ve mesleki öğrenmesini etkileyebileceği görülmektedir (Terry, 1998;Pervin & Turner, 1998;DeWet, 2010). Bu bağlamda araştırma bulguları alan yazınla uyum göstermektedir. ...
Bu araştırmanın amacı, üniversite düzeyinde çalışan İngilizce okutmanlarıyla üniversite öğrencileri arasında yaşanan öğrenci zorbalığının okutmanların algılarına göre incelemesidir. Bu çalışmada, nitel araştırmada kullanılan “olgubilim deseni” (fenomenoloji) kullanılmıştır. Çalışmada, üniversite öğrencisi tarafından zorbalık davranışına maruz kalmış olmakla ilgili İngilizce okutmanlarının bu konudaki algılarını araştırmak üzere ilgili literatür taranarak geliştirilen yarı yapılandırılmış görüşme soruları yüz yüze görüşme yöntemiyle okutmanlara sorulmuştur. Araştırma kapsamında, İstanbul ili Avrupa yakasında bulunan bir devlet üniversitesinin Yabancı Diller Yüksekokulu’na bağlı olarak çalışmakta olan 15 İngilizce okutmanı ile görüşülmüştür. Görüşmeler kayıt altına alınmış, elde edilen veriler kodlanarak belirli temalar altında toplanmış ve içerik analizine tabi tutulmuştur. Araştırmanın bulgularına göre, okutmanlar en çok öğrenciler tarafından sözlü zorbalık davranışına maruz kalmakta, fiziksel olarak öğrenci zorbalığına maruz kalmamakta, genellikle bu davranış okutmana karşı tek bir öğrenci tarafından sergilenmekte ve nispeten kolay bir şekilde sonlandırılabilmekte ancak sınıf dinamiği dolayısıyla bazen öğrenci grubunun zorbalığına maruz kalmakta ve bu durumu sonlandırma sürecinde çaresiz kalabilmektedir. Okutmanlar, kendilerini sınıf içinde zor duruma düşüren ve dersin işleyişini bölmeye yönelik davranışları zorbalık olarak algılamaktalar ve öğrencinin niyetinin belirleyici bir faktör olduğuna inanmaktadırlar. Okutmanlar zorbalık davranışlarına maruz kaldıklarında; motivasyonları, mesleki özgüvenleri, iş performansları, iş tatminleri düşmektedir. Öğrencilerle sınıf içi diyalogları zayıflamakta, gerginlik ve stres düzeyleri artmaktadır. Ancak bu durum bir süreklilik gösteren ve günlük yaşantılarını uzun süre etkileyen bir hal almamaktadır. Öğrenci zorbalığı sonucunda, oluşan gergin ortam dolayısıyla sınıf içi aktivitelerindeki çeşitliliği azaltma yoluna gitmeyi tercih edebilmektedirler. Okutmanlar zorbalık davranışına uğramalarını mümkün kılan üç temel sebebin; sınıf içi dinamikleri, yaşları ve sınıf paylaştıkları diğer okutmanların tavrı olarak belirtmektedirler. Kurumsal olarak desteklenmedikleri zaman zorbalık davranışına daha açık bir hale geldiklerini düşünmektedirler ve yönetimin bu durumlarda özellikle zorbalığı önleyici faaliyetlerle yanlarında olmasını beklemektedirler.
... for learners' social, cognitive and emotional development and provides security for them. The early studies related to students bullying toward teachers emerged in England at late nineties (Pervin & Turner;1998;Terry, 1998). These were followed by others in New Zealand (Benefield, 2004) and South Africa (De Wet & Jacobs, 2006). ...
... Most of the participants responded that they were exposed to 'verbal bullying'. Many researchers concluded that teachers are mostly exposed to 'verbal bullying' (Benefield, 2004;Chen & Astor, 2008;De Wet, 2010;De Wet & Jacobs, 2006;Koiv, 2015;Pervin & Turner, 1998;Terry, 1998;Yaman & Kocabasoglu, 2011;Wilson et al., 2011). As consistent with those studies, there are some studies have also indicated that teachers are physically less bullied by their students (James et al., 2008;Pervin & Turner, 1998;Terry, 1998). ...
... Many researchers concluded that teachers are mostly exposed to 'verbal bullying' (Benefield, 2004;Chen & Astor, 2008;De Wet, 2010;De Wet & Jacobs, 2006;Koiv, 2015;Pervin & Turner, 1998;Terry, 1998;Yaman & Kocabasoglu, 2011;Wilson et al., 2011). As consistent with those studies, there are some studies have also indicated that teachers are physically less bullied by their students (James et al., 2008;Pervin & Turner, 1998;Terry, 1998). ...
The aim of this study is to examine students’ bullying toward teachers and classroom management skills in terms of various variables. The sample of the study consisted of 422 participant teachers. The ‘Bullying toward Teachers Questionnaire’ and ‘Classroom Management Skills Scale’ were used as data collection instruments. According to the results, it was determined that 57.2% of participant teachers have not been bullied whereas 42.8 % have been bullied by their students. The teachers who have been bullied by their students were mostly woman, had undergraduate degrees and more than 16 years of teaching experience. There was no significant difference of teachers’ total scores and two sub-dimension scores of CMSS according to gender, school type, education level and years of experience variables. There were significant differences between bullied and non-bullied teachers’ total scores and two sub-dimension scores obtained from CMSS. It is evident that non-bullied teachers’ mean scores obtained from two sub-dimensions and total scores of CMSS were significantly higher than those of the bullied teachers. © 2019 Eurasian Society of Educational Research. All rights reserved.
... A consistency throughout studies that focus on workplace bullying is that teaching is among the high-risk occupations for abuse (Blase, Blase, & Du, 2008;Fahie & Devine, 2014). Research highlighting the bullying of teachers began at the turn of the century in the United Kingdom (UK) (Pervin & Turner, 1998;Terry, 1998) and the United States (USA) (Blase & Blase, 2002) and thereafter spread to the rest of the world, inter alia India (Sinha & Yadav, 2017), China (McCormack, Casimir, Djurkovic, & Lang, 2009), Ireland (Fahie & Devine, 2014), Turkey (Cemaloğlu, 2007;Kilic, 2009;Kormaz & Cemaloğlu, 2010), Lithuania (Bernotaite & Malinauskiene, 2017;Malinauskienë, Obelenis, & Dopagienë, 2005), Estonia (Kŏiv, 2015), Croatia (Russo, Milić, Knežević, Mulić, & Mustajbegović, 2008), Australia (Casimir, McCormack, Djurkovic, & Nsubuga-Kyobe, 2012;Riley, Duncan, & Edwards, 2011), Uganda (Casimir, McCormack, Djurkovic, & Nsubuga-Kyobe, 2012), South Africa (De Vos & Kirsten, 2015;De Wet & Jacobs, 2006) and Lesotho (Matsela & Kirsten, 2014). Workplace bullying can be defined as "repeated actions and practices that are directed against one or more workers". ...
... This group force can be disempowering to such an extent that the teachers may believe that they "cannot defend themselves from bullying, despite their formal position as authorities at school". Pervin and Turner (1998) argue that the bullying of teachers by their learners and learner misbehaviour may be seen as the same thing. Whereas some teachers may perceive negative acts such as insults, namecalling, offensive remarks, shouting and disobedience as learner misbehaviour (Hempel-Jorgensen, 2009;Houghton, Wheldall, & Merrett, 1988), others may perceive these acts to constitute learner-on-educator bullying (Kŏiv, 2015). ...
... Whereas some teachers may perceive negative acts such as insults, namecalling, offensive remarks, shouting and disobedience as learner misbehaviour (Hempel-Jorgensen, 2009;Houghton, Wheldall, & Merrett, 1988), others may perceive these acts to constitute learner-on-educator bullying (Kŏiv, 2015). To clarify this misconception, Pervin and Turner (1998) emphasize the repetitive nature of the negative acts in their characterization of learner-on-teacher bullying. Learner-onteacher bullying can be seen as a subset of workplace bullying in schools. ...
... Research about bullying has primarily focused on children and adolescents as victims (e.g., Espelage & De la Rue, 2012;Smith, 2011), adults as victims (De Wet, 2010a;Keashly & Neuman, 2010), and workplace bullying (Einarsen, Hoel, Zapf & Cooper, 2011;Power, Brotheridge, Blenkinsopp, Bowes-Sperry, Bozionelos, Buzády, Chuang, Drnevich, Garzon-Vico, Leighton, Madero, Mak, Mathew, Monserrat, Mujtaba, Olivas-Lujan, Polycroniou, Sprigg, Axtell, Holman, Ruiz-Gutiérrez & Nnedumm, 2013;Samnani & Singh, 2014). Although learner-to-teacher bullying has been studied since the late nineties (Pervin & Turner, 1998;Terry, 1998), this type of bullying has received minimal research attention in the national and international arena (De Wet, 2012). Moreover, it has been "virtually absent from both public and political discourse in most countries, resulting in a chaotic piecemeal response from schools and governments" (Garrett, 2014:19). ...
... Similarly, in Turkey, 38.9% of teachers reported verbal learner-to-teacher bullying (Özkılıç, 2012). Fifteen percent of teachers in a study conducted in England (Pervin & Turner, 1998) reported exposure to physical bullying by learners. In a study conducted in the Middle East, researchers found that one in five learners (20%) perpetrated violence against teachers (Khoury-Kassabri, Astor & Benbenishty, 2009). ...
... In accordance with previous research (e.g. Özkılıç, 2012;Pervin & Turner, 1998;Terry, 1998), this study found that 39.9% of participants reported that learner-to-teacher bullying mostly occurs during class time, in the confined space of the classroom. A classroom setting provides an audience of bystanders, instigators or supporters of the bully, which may make it more compelling for the learner to engage in intimidating behaviour. ...
Learner-to-teacher bullying is a focus area that has not been widely researched. The current research, underpinned by the ecosystemic paradigm, examined the proportion of teachers who reported exposure to bullying by learners. The study was carried out by using the Learner-to-teacher Bullying Questionnaire developed for this research. Additionally, the potential effect that learner-to-teacher bullying may have on teachers’ experience of mental health was investigated using the Hospital Anxiety and Depression Questionnaire. In a convenience sample consisting of 153 public secondary school teachers in the Tshwane area, 62.1% of the teachers reported exposure to verbal bullying, 34.6% to physical bullying, 27% to indirect bullying, and 6.6% to cyber bullying. Mann-Whitney U Tests were performed and indicated significant differences in teachers’ mean anxiety and depression scores across the four types of learner-to-teacher bullying. Learner-to-teacher bullying can result in negative emotions, disempowerment, low morale, and low motivation of various roleplayers in the school system. It is thus of vital importance to protect teachers, create adequate resources to eliminate learner-to-teacher bullying, and work towards improving teachers’ mental health. © 2018, South African Journal of Education. All rights reserved.
... Another example before the work of Twemlow et al., (2006) and James et al., (2008) on teacher victimisation was conducted by Pervin and Turner (1998) surveying 84 teaching staff in an inner London school. Focusing on prevalence and teacher performance, they identified that 91% of staff indicated that they had been the victim of bullying by a pupil of which 71% was verbal and 15% physical. ...
... The results of this victimisation led to a lack of trust in management support and a reduction of reporting or help seeking from teachers to management, with some teachers dreading their working day. The findings of Pervin and Turner (1998) illustrate the consequences for teacher's physical and mental well-being. ...
... Furthermore teachers may be further impacted by the isolation which may occur when they are victimised by associated stigma (Pervin & Turner, 1998;Kyriacou, 2001;Türküm, 2011;Kyriacou & Zuin, 2015). A teacher may be concerned that they may be perceived as ineffective in their job; poor at classroom management etc., when they experience conflict and blame themselves they may further detach themselves from help and support sources in and outside of school.The reasoning for this may be because teachers have reduced faith in management or counsellors or reduced trust or faith in resolution of their situation. ...
... Another example before the work of Twemlow et al., (2006) and James et al., (2008) on teacher victimisation was conducted by Pervin and Turner (1998) surveying 84 teaching staff in an inner London school. Focusing on prevalence and teacher performance, they identified that 91% of staff indicated that they had been the victim of bullying by a pupil of which 71% was verbal and 15% physical. ...
... The results of this victimisation led to a lack of trust in management support and a reduction of reporting or help seeking from teachers to management, with some teachers dreading their working day. The findings of Pervin and Turner (1998) illustrate the consequences for teacher's physical and mental well-being. ...
... Furthermore teachers may be further impacted by the isolation which may occur when they are victimised by associated stigma (Pervin & Turner, 1998;Kyriacou, 2001;Türküm, 2011;Kyriacou & Zuin, 2015). A teacher may be concerned that they may be perceived as ineffective in their job; poor at classroom management etc., when they experience conflict and blame themselves they may further detach themselves from help and support sources in and outside of school.The reasoning for this may be because teachers have reduced faith in management or counsellors or reduced trust or faith in resolution of their situation. ...
... Despite the vast amount of research about school bullying, there has been relatively little written about the bullying of students by teachers or the bullying of teachers by students. Some researchers, however, have argued that teachers often bully students (James et al. 2008;Sullivan, Cleary, and Sullivan 2004), and that teachers are also often bullied by their students (James et al. 2008;Pervin and Turner 1998). The finding that students may bully their teachers illustrates that power is not held but rather that it is exercised strategically. ...
... Research has also found that teachers may also remain silent about bullying in their classes for fear that speaking out will negatively affect their own position as teachers, especially those teachers who are bullied by their students (James et al. 2008;Pervin and Turner 1998). School principals may also downplay the prevalence of bullying in their school in the knowledge that acknowledging the bullying may have negative implications for their school's reputation (Education 2008;Lightfoot 2007), and hence their own reputation as head of that school. ...
... Despite the extensive amount of research on the issue of school bullying, few researchers have specifically examined the bullying that occurs between teachers and students (James et al. 2008), or the ways in which teachers deal with cases of bullying when confronted with them (Bauman, Rigby, and Hoppa 2008;Rigby and Bauman 2010). Even when anti-bullying programmes advocate a whole-school approach to dealing with bullying, the focus tends to be on changing the relations between students rather than the relations between teachers and students (James et al. 2008;Pervin and Turner 1998;Sharp and Smith 1993). However, findings suggest that teachers themselves are often bullied by their students (James et al. 2008;Pervin and Turner 1998) and that teachers also often bully students (James et al. 2008;Sullivan, Cleary, and Sullivan 2004). ...
... The bullying events at school can be exhibited by students toward other students, by teachers toward students, by school administrators or colleagues toward teachers and by students toward teachers. The students bullying behaviors toward Turner, 1998) and defined as a persistent aggression directed against teachers such as abuse of teachers, ignoring teachers, swearing at or mocking teachers, gossiping about teachers and damaging Turner, 1998;Terry, 1998). To prevent bullying at school, it is clear that bullying behaviors exhibited by all parties at school should be examined. ...
... To prevent bullying at school, it is clear that bullying behaviors exhibited by all parties at school should be examined. However, studies investigating bullying behaviors exhibited by students toward teachers are very limited in number (Pervin & Turner, 1998;Terry, 1998;James et al., 2008) and summarized at below paragraphs. ...
... In two studies at England, teachers were asked to make an evaluation of the bullying behaviors of students toward them. Ninety one percent of 84 teachers who participated in the research conducted by Pervin and Turner (1998); and 56.4% of 101 teachers who participated in the research conducted by Terry (1998) stated that they had been bullied by their students. According to the results of the more recent study conducted by Benefield (2004) on 587 teachers in New Zealand, 28% of teachers stated that they had been bullied. ...
The purpose of this study is to determine how the teachers' who are being bullied by their students influenced from the bullying events according to perceptions of teachers and draw the attention of those preparing anti-bullying programs and of teacher trainers to the subject. The teachers reported that their stress levels had increased, a bad atmosphere in the classroom had been created, their expectations for students and teaching profession had decreased. Also, the teachers stated that they most frequently turned to guidance counselors, deputy headmasters, and headmasters for help. These results indicate that the classes in which teachers are bullied are at risk in terms of learning-teaching activities and communication between students and teachers. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin Uzunboylu
... Despite differences in teacher-targeted victimization rates due to methodological differences between studies, the teacher targeted bullying at work is a problem which is quite widespread, but has received relatively little attention to teachers as multiple targeted victims in the school settings (Benefield, 2004;Bradshaw, Sawyer, & O'Brennan, 2007;Kõiv, 2011;McGuckin & Lewis, 2008;Riley, Duncan, & Edwards, 2011;NASUWT, 2012) compared with teacher-targeted bullying from pupils (Bradshaw, Waasdorp, & O'Brennan, 2011;De Wet, 2006, 2010a, 2010b2012;De Wet & Jacobs, 2006;James, Lawlor, Courtney, Flynn & Murphy, 2008;Kauppi & Pörhölä, 2012;Ozkilic & Kartal, 2012;Pervin & Turner, 1998;Terry, 1998). Thus, the teacher-targeted bullying from students, parents, staff, and principals is a cross-bordered problem in schools, whereby the assessment of teacher-targeted bullying mostly focuses on victimization by students (also called "educator targeted bullying" by De Wet, 2006, 2012 or "cross-peer abuse" by Terry, 1998) compared with teachers' victimization experiences generated by other perpetrators at workplace. ...
... Methodologically, studies on issues of teacher targeted bullying (1) have looked predominantly at the problem from the perspective of the teachers (e.g. Benefield, 2004;Bradshaw et al., 2007;De Wet & Jacobs, 2006;Kauppi & Pörhölä, 2012;McGuckin & Lewis, 2008;Pervin & Turner, 1998;Riley, Duncan & Edwards, 2011;Terry, 1998) versus only few (James et al., 2008;Terry, 1998) give the possible perpetrators perspective on the topic; and (2) most of the studies (e. g. all the above researchers) have used surveys to collect their data versus few (e.g. Fahie & Devine, 2014;De Wet, 2010a, 2010b, 2012Matsela & Kirsten 2014;Munday, 2003) have introduced qualitative approach to the topic. ...
... Additionally, current prevalence studies supported previous studies (Benefield, 2004;Kõiv, 2011) that bullying against teachers came primarily from students and that this is where the school environment differs markedly from the working environment of other employees. Frequent forms of teacher targeted workplace victimization over the years were prevalently verbal direct victimization acts in relation to threats to professional status and personal standing, which is in line with other studies in the area of teachers' victimization by students (De Wet & Jacobs, 2006;De Wet, 2010;Dzuka & Dalbert, 2007;James et al., 2008;Kauppi & Pörhölä, 2012;Pervin & Turner, 1998;Terry 1998) and by multiple targets in schools (Benefield, 2004;De Wet, 2006;Kõiv, 2011;NASUWT, 2012). Teachers were also to a lesser extent the victims of direct physical, as well as indirect -isolating, teacher targeted bullying, reflecting consistency with previous studies (e. g. James et al.; Kauppi & Pörhölä, 2012;Pervin & Turner, 1998;Terry, 1998). ...
The aim of the study was to describe changes in the prevalence of teacher multi-targeted workplace bullying in Estonia by means of a repeated cross-sectional design comparing two studies conducted 10 years apart. A comparison was conducted between participants from teachers’ self reports (n=573) in 2003 and those of (n=564) in 2013. The findings show a substantial increase during ten years in the prevalence of teacher targeted bullying in the teacher-pupil, teacher-teacher, teacher-school administrative staff, teacher-school maintenance staff, and teacher-parent relationships across different categories of victimization: Threat to professional status, threat to personal standing, isolation, and physical aggression.
... Although the victimisation of educators by their learners has long been recognised as a problem, it had rarely been researched and reported on previous to the 1990s (cf. Tremlow, Fonagy, Sacco & Brethour, 2006:189;Pervin & Turner, 1998). Studies on issues of educatortargeted bullying (ETB) have looked predominantly at the problem from the perspective of the educators (and thus, the victims) (De Wet & Jacobs, 2006;Benefield, 2004;Pervin & Turner, 1998;Terry, 1998). ...
... Tremlow, Fonagy, Sacco & Brethour, 2006:189;Pervin & Turner, 1998). Studies on issues of educatortargeted bullying (ETB) have looked predominantly at the problem from the perspective of the educators (and thus, the victims) (De Wet & Jacobs, 2006;Benefield, 2004;Pervin & Turner, 1998;Terry, 1998). James, Lawlor, Courtney, Flynn, Henry and Murphy's (2008) study give the learners' (possible perpetrators) perspective on the topic. ...
... The seriousness of the problem is highlighted by the following research results: The majority (91%) of educators from a co-educational London innercity school indicated that at some time in their teaching careers they had suffered from ETB (Pervin & Turner, 1998). Terry (1998) found that 56.4% of the 101 respondents were bullied by their learners during the term preceding his study. ...
I report on findings emanating from in-depth personal interviews with victims of educator-targeted bullying (ETB). Qualitative content analysis was used to analyse the narratives. The findings indicate that the victims of ETB were exposed repeatedly over time to verbal, non-verbal, psychological, and physical abuse during and after school hours. ETB had a negative influence on the victims' private lives, as well as on teaching and on learning. Lastly, I found that ETB may lead to a breakdown of relations between victims and the bullies' parents and the members of the community in which schools are situated.
... Various terms are used in the literature to describe the victimization of teachers by students, such as "bullying," "teacher-targeted bullying," and "violence against teachers" (Mooij, 2011;Pervin & Turner, 1998;Terry, 1998). According to Olweus (1993), bullying is a recurring behavior characterized by a power imbalance between the bully and the victim. ...
... In the 2008-2009 school year, 87% of teachers reported being threatened by disruptive students, with 90% of these incidents involving minor disruptions such as talking, not paying attention, or misbehaving (American Psychological Association, 2016). In another study conducted in the United Kingdom by Pervin and Turner (1998) found that almost 62% of respondents reported instances of bullying in the regular classroom. In addition, this study found that 32% of respondents had witnessed incidents in the school corridor. ...
Bullying is a pervasive problem, but there is little research on the victimization of teachers in Pakistan. This study aims to fill this gap by conducting a quantitative cross-sectional survey of 454 teachers from different regions using Teacher Targeted Bullying Questionnaire developed by Kõiv (2015). After confirming the normality of the data, hypothesis testing was carried out using descriptive statistics, one-way ANOVA and Pearson's correlation, all performed using SPSS version 27. The results show that teacher victimization is widespread, with teachers being subjected to verbal and social abuse such as devaluation of their efforts, insults, accusations of lack of effort, etc. Despite differences in the social environment of educational institutions in urban, rural and suburban areas of Pakistan, as well as differences between private, public and semi-public institutions, there were no significant differences in the prevalence of teacher victimization. It was also found that as students progress to higher grades, they harass teachers in ways that threaten their professional status and create isolation for them. The findings of this study are critical for developing effective support systems for teachers that promote a positive school climate.
... De la literatura analizada, se observa cómo los primeros trabajos sobre el maltrato al profesorado (Dworkin et al., 1988;Pervin & Turner, 1998;Terry, 1998;Williams et al., 1989) documentaban que el profesorado declaraba sufrir conductas agresivas por parte del alumnado, y concluían que las conductas de maltrato perpetradas por el alumnado y sufridas por el profesorado, representaban algo más que violencia o disrupción en el aula siendo calificadas como bullying. ...
... A partir de entonces, los trabajos que fueron apareciendo abordaron esta cuestión desde diferentes perspectivas. Para referirse al maltrato sufrido por el profesorado se han utilizado expresiones como bullying (Adewusi, 2021;Asio, 2019;Billett et al., 2019;Burns et al., 2020;Foley et al., 2015;Garrett, 2014;Gul et al., 2022;Hunt Mitchell, 2016;Kauppi & Pörhölä, 2012;Kõiv, 2015;Pervin & Turner, 1998;Riley et al., 2011;Terry, 1998;Woudstra et al., 2018); violencia sufrida por el profesorado (Anderman et al., 2018;Chen & Astor, 2009;Espelage et al., 2013;McMahon et al., 2020;Prpi , 2019;Reddy et al., 2018;Wilson et al., 2011); victimización del profesorado (Byongook et al., 2021;Curran et al., 2019;Martinez et al., 2016;Moon et al., 2020;Moon & McCluskey, 2016;Sungu, 2015;Yang et al., 2019); y workplace bullying o staff bullying (Cemalo lu, 2011;De Wet & Jacobs, 2013;Duncan & Riley, 2005;Jacobs & Teise, 2019;Kollerová et al., 2023;Riley et al., 2011;Scheeler et al., 2022). En este trabajo pondremos el foco en las definiciones que consideran el maltrato al profesorado como parte del fenómeno del bullying o maltrato en la escuela. ...
El maltrato al profesorado es un fenómeno global presente en muchos centros educativos. Los estudios sobre este maltrato se iniciaron tímidamente a finales de los 90 y se han multiplicado en la última década generando conciencia sobre la gravedad de sus consecuencias para las víctimas. Si la definición del maltrato entre iguales (bullying) ha gozado de un amplio consenso entre los expertos sobre los criterios a tener en cuenta para su definición y caracterización (intencionalidad, reiteración, desequilibrio de poder e incapacidad para defenderse), la definición del maltrato al profesorado no ha gozado del mismo consenso. En este sentido, el objetivo principal del presente trabajo es contribuir a la comprensión del maltrato sufrido por el profesorado, analizando para ello las distintas definiciones que se han formulado sobre este tema. Finalmente resaltamos aquellos aspectos en los que parece haber cierto acuerdo en torno a la definición del maltrato al profesorado, como son la agresividad y la reiteración; y señalamos aquellos en cuanto a los que no hay tanto consenso como es la presencia del desequilibrio de poder y la intencionalidad
... Ο κύκλος αρχίζει με θόρυβο, ακολουθούμενος από δοκιμές, απειλές και εκφοβισμούς, που μπορούν να οδηγήσουν σε βία (Rademeyer, 2008 2013· Samnani & Singh, 2014. Η διερεύνηση του bullying με θύτες τους εκπαιδευτικούς ξεκίνησε τη δεκαετία του '90 (Pervin & Turner, 1998Terry, 1998, και αυτός ο τύπος έχει λάβει ελάχιστη προσοχή στη διεθνή έρευνα (De Wet, 2012). Επιπλέον, σχεδόν απουσίαζε τόσο από τον δημόσιο όσο και από τον πολιτικό λόγο στις περισσότερες χώρες, με αποτέλεσμα μια χαοτική αποσπασματική απάντηση από τα σχολεία και τις κυβερνήσεις (Garrett, 2014). ...
... Το bullying των εκπαιδευτικών μπορεί να συμβεί σε οποιαδήποτε τοποθεσία. Σχεδόν τα δύο τρίτα (62%) των ερωτηθέντων στην μελέτη των Pervin & Turner (1998) στο Ηνωμένο Βασίλειο ανέφεραν ότι είχαν δεχτεί περιστατικά εκφοβισμού κατά τη διάρκεια των μαθημάτων στην τάξη, ενώ το 32% των εκπαιδευτικών δήλωσε ότι συνέβη στον σχολικό διάδρομο. Μια άλλη μελέτη που έγινε στη Μεγάλη Βρετανία ανέφερε ότι η πλειονότητα των ερωτηθέντων (42%) αναγνώρισαν τις δικές τους και διαφορετικές αίθουσες διδασκαλίας ως τις τοποθεσίες όπου ο εκφοβισμός λάμβανε χώρα πιο συχνά (Terry, 1998). ...
... A quantitative study was undertaken amongst educators in the Free State and the Eastern Cape to ascertain whether Educator-targeted Bullying (ETB) is a fallacy given credence by the popular media or if it is a part of the daily lives of (some) educators. A questionnaire, adapted from the one used by Pervin and Turner (1998), was compiled to use as a data-gathering instrument. A convenient sample was drawn from educators who were engaged in further studies at the University of the Free State. ...
... A questionnaire, adapted from the one used by Pervin and Turner (1998), was compiled to use as a datagathering instrument. The questionnaire consisted of closed questions, the majority of which used Likert-type scales. ...
A quantitative study was undertaken amongst educators in the Free State and the Eastern Cape to ascertain whether Educator-targeted Bullying (ETB) is a fallacy given credence by the popular media or if it is a part of the daily lives of (some) educators. A questionnaire, adapted from the one used by Pervin and Turner (1998), was compiled to use as a data-gathering instrument. A convenient sample was drawn from educators who were engaged in further studies at the University of the Free State. A total of 600 questionnaires were distributed. Of these, 579 were returned and 544 could be used. Data was analysed using the Data Analysis Tool of Microsoft Excel and Intercooled Stata software packages. The educators who participated in the study overwhelmingly indicated that they suffer at the hands of the learners. Although the frequency of incidents varies, 76,7% of the respondents indicated that they are exposed to some or other form of ETB. The investigation into the profile of the most likely victims of ETB revealed the following:Male educators appear to be more exposed to all types of ETB than female educators; educators with 21 or more years' of experience seem to be more exposed to most types of ETB than educators with less experience; respondents of 51 years of age or older seem to be least exposed to ETB, while the respondents in the age group 41 to 50 seem to be the most exposed; respondents on REQV level 13 seem to be more exposed to ETB than those on REQV 14; educators are bullied less in primary and secondary schools, than in combined, intermediate and senior secondary schools. When respondents were requested to indicate who they perceive to be the most likely victims of ETB, they responded in the following way: 34,0% indicated that they consider educators new to the school as likely victims of ETB; 39,9% consider inexperienced educators targets of ETB; and 64,1% expressed the opinion that all educators are likely to be victims of ETB. Against the background of the foregoing results it is recommended that educators' trade unions should fight for their members' rights to teach in a safe environment. It is furthermore suggested that ETB should form an integral feature of a whole school anti-bullying policy.
... Ka Terry (1998) uuring Ühendkuningriigis näitab, et üle poolte õpetajatest oli kogenud õpilastepoolset kiusamist, millest sagedasimateks liikideks olid allumatus, hüüdnimedega nimetamine, mittekooperatiivsus, isiklike asjade äravõtmine ja ähvardamine vägivallaga. Slovakkias korraldatud uuring (Dzuka & Dalbert, 2007) (Bradshaw, Waasdorp, O'Brennan, & Gulemetova, 2013;De Wet, 2010b;Dzuka & Dalbert, 2007;James et al., 2008;Kauppi & Pörhölä, 2012;Pervin & Turner, 1998;Terry, 1998;Özkiliç, 2012) ja erinevate täiskasvanute poolset kiusamist (Benefield, 2004;Kõiv, 2011Kõiv, , 2015McMahon et al., 2014;NASUWT, 2012), mis on seotud verbaalsete ähvardustega ning ohustanud õpetaja personaalset positsiooni ja professionaalset staatust. Lisaks võib välja tuua, et Ameerika Ühendriikide õpetajate ja ka teiste koolitöötajate seas korraldatud küsitluse andmete põhjal olid õpetajad verbaalset ja suhetega seotud kaudset kiusamist kogenud sagedamini kui teised koolitöötajad (Bradshaw et al., 2013). ...
... Benefield, 2004;Kõiv, 2011;McGuckin & Lewis, 2008;Riley et al., 2011;NASUWT, 2012) compared with teacher-targeted bullying from pupils (e.g. De Wet, 2006;Dzuka & Dalbert, 2007;James et al., 2008;Kauppi & Pörhölä, 2012;Khoury-Kassabri et al., 2009;Kõiv, 2011;Pervin & Turner, 1998;Terry, 1998). ...
Uurimuse eesmärk on võrrelda õpetajate ja sotsiaalpedagoogide ohvrikäitumise levimust ja olemust seoses õpilaste- ja täiskasvanutepoolse (õpetajate, juhtkonna, lapsevanemate, teiste koolitöötajate) kiusamisega Eestis. Üleriigilisest läbilõikeuuringust, mille käigus vastasid enesekohasele ankeedile 564 õpetajat ja 153 sotsiaalpedagoogi, ilmneb, et õpetajate seas oli ulatuslikumalt levinud õpilastepoolne kiusamine ja sotsiaalpedagoogide seas täiskasvanutevaheline kiusamine. Kinnitust leiab püstitatud hüpotees, et õpetajate puhul on õpilaste ja lapsevanemate verbaalne kiusamine ohuna personaalsele positsioonile ulatuslikum kui sotsiaalpedagoogidel. Lisaks selgub uurimistulemustest, et õpetajad on kogenud õpetajate- ja juhtkonnapoolse kiusamise liikidest sagedamini füüsilist isolatsiooni ning sotsiaalpedagoogid lapsevanematepoolse ja teiste koolitöötajate poolse kiusamise liikidest info varjamist. Uuritavate ohvrikäitumise levimust kiusamiskategooriate ja -liikide kaupa interpreteeritakse varasemate uuringute taustal.
Summary
... İngiltere, Yeni Zelanda, Güney Afrika ve Amerika gibi farklı ülkelerde gerçekleştirilen araştırmalar (Pervin ve Turner, 1998; Terry, 1998; Benefield, 2004Bandura, 1986). Buna paralel olarak, Raudenbush, Rowan ve Cheong (1992) öğretmenin öğrencilerine öğretebileceğine ve onların performanslarını etkileyebileceğine güçlü bir şekilde inandığında (yüksek öğretmen öz-yeterlik inancı) öğrencilerin o öğretmenle olumsuz etkileşime daha az girdiğini ve istenmeyen davranışları daha az gösterdiğini belirtmektedirler. ...
... Bu bağlamda, sahip oldukları düşük ya da yüksek öğretmen öz-yeterlik inancı öğretmenlerin öğrencileri tarafından sergilenen zorba davranışlarla karşılaşmadaki farklılıklarını açıklama önemli bir değişken olarak değerlendirilebilir. Öte yandan, öğrencileri tarafından sergilenen zorbalığa uğramış öğretmenlerin streslerinin arttığını, motivasyonlarının azaldığını, moral bozukluğu yaşadıklarını, beklentilerinin azaldığını ve mesleki becerilerini sorguladıklarını (Pervin ve Turner, 1998; Terry, 1998; Benefield, 2004 ...
This study aims to investigate bullied and non-bullied teachers by their students in terms of teacher self-efficacy beliefs, which is an important variable for the teaching profession. The participants of the study were 540 volunteer teachers teaching in the 6th, 7th, and 8th grades of junior high and high schools. The teacher self-efficacy scale and a questionnaire were used as data-collection instruments. When the scores obtained from the teacher self-efficacy scale of teachers were compared, a statistically significant difference was found in favor of the non-bullied group. Following this analysis, the scores of bullied and non-bullied teachers on the three subscales of teacher self-efficacy scale were compared and significant differences were determined on student engagement, instructional strategies, and classroom management sub-scales of the teacher self-efficacy scale in favor of non-bullied teachers.
... Cuestionario sobre conocimientos y actitudes sobre el bullying para docentes (Nicolaides et al., 2002). Este cuestionario fue desarrollado por los autores, siguiendo los lineamientos de otros estudios sobre la temática (Boulton, 1997;Pervin & Turner, 1998, Toda, 1997, el cual demostró validez de contenido (Nicolaides et al., 2002). El instrumento pregunta a los participantes qué es para ellos el bullying; luego, da una definición para responder a los restantes ítems: "el acoso es un comportamiento que (1) es un ataque o causa daño intencionalmente, (2) se realiza de forma física o psicológica, (3) repetidamente (no una vez), (4) de la forma más fuerte hacia los más débiles; hay un desequilibrio de poder" (Nicolaides et al., 2002). ...
El bullying es una problemática con importantes costos psicosociales tanto para quienes son victimizados como para quienes lo llevan a cabo. Un paso para la prevención de dicha conducta es evaluar las actitudes y el conocimiento que los docentes que trabajan con niños y adolescentes tienen sobre el bullying. Para este fin, se constituyó una muestra intencional de 417 docentes de escuela primaria y secundaria, con edades que iban desde los 20 a los 65 años (Medad = 45.06). Un 12% eran varones; un 87%, mujeres y el resto de otro género. El 70% era de nacionalidad argentina, mientras que el grupo restante era de otra nacionalidad de países de la América Latina. Se empleó un cuestionario demográfico junto con el Cuestionario de Conocimiento y Actitudes sobre el Acoso de Nicolaides et al. (2002). Con respecto a las definiciones que los docentes daban sobre qué era para ellos el bullying, la minoría brindaba en su definición la intencionalidad y el desbalance de poder y casi un tercio mencionaba la reiteración; lo más frecuente era definirlo como una agresión física. De este modo, algunos conocimientos y actitudes con respecto al acoso cumplían con su definición científica, mientras que otros no. Algunas diferencias emergían según la antigüedad docente, y trabajar en el nivel primario versus secundario con respecto a las actitudes y conocimientos del bullying. En la discusión se analizan las implicancias de estos hallazgos y algunos lineamientos para su prevención.
... Protective characteristics identified by interviewees include the type of lingo a teacher used, relatability, teaching style, the number of years an academic had been working clinically, whether the academic still works 'on the ground' and what is going on in the life of the academic at the time. Pervin and Turner (47) reported that new teachers and inexperienced teachers were more likely to be targeted and Chowning and Campbell (38) showed that individual differences such as attitudes, sex and personality also predict student incivility. Some students were observed harassing teachers with specific demographics. ...
Background
Although bullying and harassment among academic staff has been well researched, research on students bullying and harassing academic teaching staff (ie, contrapower harassment) is less common. Contrapower harassment has been on the rise in academia over the last decade, partly attributable to changes in the student-faculty staff relationship. This study aimed to understand better the extent and impact of students’ contrapower harassment on paramedic academic teaching staff within Australian universities, as well as actions and interventions to address it.
Methods
This study used a two-phase mixed methods design. In phase 1, a convenience sample of paramedic teaching academics from 12 universities in Australia participated in an online questionnaire. In phase 2, an in-depth interview was conducted with nine participants from phase 1.
Results
Seventy-six academic teaching staff participated in the study. Survey results showed that most academics surveyed had experienced harassment from paramedic students, with the highest incidence of harassment occurring during student assessment periods. Alarmingly, over 30% of the academics surveyed had been ‘stalked’ by a student and over 50% had felt powerless and helpless when students had attacked them on social media. Problematic students were identified as those who presented with an over-inflated sense of entitlement or with psychological states and traits that find it challenging to accept feedback and failure, and look to externalise their failures. Reasons for increases in contrapower harassment included a complex mix of consumer and demand-driven education, on-demand (and demanding) instant gratification and degree self-entitlement, and an increase in social media and online learning (particularly during the COVID-19 pandemic of 2020).
Conclusion
Although most of the academics in this study experienced contrapower harassment by students, they also report that most students are level-headed and supportive, and do not carry out this type of harassment. Promoting student professionalism and reassessing student evaluations are starting points for addressing this type of harassment. Further research on the broader systemic issues that influence the contributors to contrapower harassment is needed.
... Bullying takes place with the exploitation of irregular power balance, where the targets fail to escape (Bjorkqvist et al., 1994;Terry, 1998). A survey (Pervin & Turner, 1998) in London identified that teachers were targeted by their students due to their lack of confidence and essential experiences. An internet-based survey (Patchin & Hinduja, 2006) in different countries (UK, USA, Canada, Australia and others) reported that the chance to remain anonymous and physically distant from a confrontation was the prime reason for the popularity of online bullying among children. ...
Teachers can be potential victims of cyberbullying, particularly targeted by their students at their workplaces. The growing use of social media has been observed promoting cyberbullying in addition to face-to-face bullying. Often neglected by academic organisations and policymakers, cyberbullying has become one of the biggest challenges for teachers to manage normal teaching and learning. This article reports an examination of teachers’ experiences of how they were cyberbullied by students particularly on social media and their coping mechanisms. This qualitative study utilised online semi-structured interviews with twenty teachers and observation of their Facebook account to explore their familiarities with the digital era agitations. Findings indicate how teachers on social media become victims of trivial belittling, unethical requests, uninvited sexual advances made by students and colleagues, insolence, sabotaging of shared contents and trolling of manipulative contents. While this article explored individual coping strategies of sharing, ignoring and enhancing self-efficacy to handle technology strongly and confidently, it concludes with the implications of collaborative coordination necessary for the development of strong policies and strict cyber laws for ensuring teachers’ cybersecurity in similar contexts.
... Students' violence against teachers is still invisible to the public, but also to education policy stakeholders in most parts of the world, resulting in inconsistencies in the actions of schools and governments, i.e. it results in isolating and embarrassing the teachers that are victims of such events (Chen & Astor, 2009;Garret, 2012). A growing body of research emphasises the importance of not only academic but also broader social and political awareness and recognition of students' violent behaviour towards teachers (De Wet, 2010;Khoury-Kassabri et al., 2009;McMahon et al., 2014;Munn et al., 2004;Pervin & Turner, 1998;Terry, 1998;Türküm, 2011). More research would be a critical first step towards an effective approach to the overall problem (Garrett, 2012). ...
Student respect for teachers is one of the important aspects of the student-teacherrelationship, which is considered an important component of the school climate.Given the significant role of the school climate in predicting students’ violenceagainst teachers, the aim of this study was to examine the relationship betweenperceptions of students’ respect for teachers and students’ violence against teachers.The research was conducted with two survey questionnaires intended for samplesof students and teachers, and 451 students and 102 high school teachers in the Cityof Zagreb participated in the research. The perception of respect for teachers anddifferent forms of violence was examined by assessing participants’ agreement ona six-point Likert-type scale (1 – strongly agree, 6 – strongly disagree). The resultsindicate that students and teachers, on average, feel that students respect teachers toa greater extent, and that they perceive different forms of violence against teachersto a lesser extent. The correlation analysis found a statistically significant negativeassociation between respect for teachers and various forms of student violenceagainst teachers. It can be concluded that respect for teachers plays an importantrole in explaining the occurrence of students’ violence against teachers.Keywords: respect; school climate; students; teachers; violence against teachers.-Poštovanje učenika prema nastavnicima jedan je od bitnih aspekata odnosa izmeđuučenika i nastavnika koji se smatra važnom komponentom školske klime. S obziromna značajnu ulogu školske klime u predviđanju nasilja učenika nad nastavnicima,cilj ovoga istraživanja bio je ispitati povezanost percepcije poštovanja učenika premanastavnicima i nasilja učenika nad nastavnicima. Istraživanje je provedenodvama anketnim upitnicima namijenjenima uzorcima učenika i nastavnika, au istraživanju je sudjelovao 451 učenik te 102 nastavnika srednjih škola u GraduZagrebu. Percepcija poštivanja nastavnika i različitih oblika nasilja ispitana jeprocjenom slaganja sudionika na skali Likertova tipa od šest stupnjeva (1-izrazitose slažem, 6-izrazito se ne slažem). Rezultati ukazuju na to da učenici i nastavniciu prosjeku više smatraju da učenici poštuju nastavnike te da u manjoj mjeripercipiraju različite oblike nasilja nad nastavnicima. Korelacijskom analizomutvrđena je statistički značajna negativna povezanost između poštovanjanastavnika i različitih oblika nasilja učenika nad nastavnicima. Može se zaključitida poštovanje nastavnika ima važnu ulogu u objašnjenju pojave nasilja učenika nadnastavnicima.Ključne riječi: nasilje nad nastavnicima; nastavnici; poštovanje; školska klima;učenici.
... The student bullying of teachers (SBT) is a distinct, complex and multi-faceted problem which was first empirically examined in the late 1990s by researchers in Finland (Kivivuori, 1997) and in the United Kingdom (Terry 1998;Pervin and Turner 1998) who suggested that particular patterns and characteristics of student behaviour towards teachers may be identified as bullying, rather than general disruptive behaviour or violence. ...
This article sets out discursive issues surrounding bullying and harassment against teachers. This problematic phenomenon of teachers being bullied by students does not have the discursive policy framework to realistically and even-handedly enable discussion in the public arena or political and policy environments. This discussion chronicles our journey towards greater conceptual clarity and appropriate nomenclature about bullying and harassing behaviours directed against teachers. International studies have identified teacher-targeted bullying by students as a real and detrimental issue for teacher wellbeing. We present a sampling of international research that grapples with the challenge of defining the phenomenon of teachers as targets of intentional bullying and harassment by students. We consider Australian studies conducted in the past twenty years that address teachers’ perceptions of being bullied. Finally, we propose that this phenomenon is likely to continue until there is sufficient support to start a cultural shift towards more respectful treatment of teachers.
... Mean, cruel, and/or disrespectful behaviors are-by definition-relational: One person or group is acting in particular hurtful ways to another. In addition to students bullying other students, it has been found that teachers bully students, students bully teachers (Twemlow et al. 2006;Pervin and Turner 1998), and teachers can suffer in bullying climates as much as students do (Bernotaite and Malinauskiene 2017). Again, there are virtually always witnesses who see or hear about these behaviors (Atlas and Pepler 1998;Craig and Pepler 1997;Craig et al. 2000;Smokowski and Evans 2019). ...
Scores of intervention programs these days apply instructional and, sometimes, systemic strategies to reduce bullying in schools. However, meta-analyses show that, on average, such programs decrease bullying and victimization only by around 20%, and often show no or negative effects in middle and high schools. Due to these sobering results, we propose the idea that bullying prevention for adolescents needs to focus more strongly on systemically informed relationship-building efforts. Building on past research, this study focuses on several aspects of relationships and classroom climate which are significant predictors of bullying behaviors: SES, ethnicity, and teaching quality. We propose the hypothesis that the link between classroom-level bullying and three classroom-level factors—students’ SES background, students’ ethnicity, and teaching quality—is mediated by the quality of student-teacher and student-student relationships (STR and SSR). The study uses multilevel structural regression modeling (M-SRM) to analyze a large and ethnically diverse American survey dataset (N = 146,044 students). Results confirm the hypothesis, showing that the relationships between SES and bullying, and between ethnicity and bullying, are entirely mediated by the quality of STR and SSR; the link between SES and bullying is even over-explained by the two relationship factors. Furthermore, the quality of STR is a positive predictor of medium strength (standardized coefficient = 0.45) of the quality of SSR. The findings suggest that schools with high levels of bullying behavior among students need to (re-)focus teacher professional development on relationship-building skills as well as instructional and a range of systemically informed improvement efforts.
Bu araştırmanın amacı öğretmenlerin şiddete dayalı olarak algıladıkları mağduriyet düzeylerinin bazı değişkenlere göre incelenmesidir. Araştırmada nicel araştırma yöntemlerinden ilişkisel tarama modeli kullanılmıştır. Araştırmanın çalışma grubunu Şanlıurfa iline bağlı Hilvan ilçesinde görev yapan tüm lise ve ortaokul öğretmenleri oluşturmaktadır. Evrenin tümüne ulaşmak hedeflenmiştir. Anket sorularını yanıtsız bırakan ve çeşitli sebeplerle araştırmaya katılamayan öğretmenler veri grubuna dâhil edilmemiştir. Araştırma çalışma grubunda bulunan 435 öğretmenin 361’inin katılımıyla gerçekleştirilmiştir. Araştırmada veri toplama araçları olarak Çok Boyutlu Öğretmen Mağduriyet Ölçeği ve kişisel bilgi formu kullanılmıştır. Öğretmenlerde mağduriyet algısı ile değişkenler arasındaki ilişkiyi belirlemek için bağımsız örneklem t testi ve tek faktörlü varyans analizi kullanılmıştır. Homojenlik testi neticesinde homojen dağılım göstermediği belirlenen faktörler için Mann - Whitney U testi ve Kruskal - Wallis testleri kullanışmış ve bu test sonuçlarından çıkan anlamlılık düzeyleri dikkate alınarak değerlendirme yapılmıştır. Araştırmadan elde edilen bulgulara göre öğretmenlerin mağduriyet algıları ile z kuşağı öğrenciler ile iletişim/etkileşim durumları, mesleklerinden memnuniyet düzeyleri, çalıştıkları okul türü, eğitim düzeyleri ve şiddete maruz kalma durumları arasında pozitif yönde anlamlı bir ilişki tespit edilmiştir. Sonuç olarak her üç öğretmenden birinin maruz kaldığı şiddeti/mağduriyeti tüm boyutları ile ele alıp gerekli tedbirlerin alınması ve göz ardı edilemeyecek boyutlara ulaşan sonuçlarının önüne geçilmesi için politika geliştiricilere yol gösterici nitelikte çalışmalar yapılması gerektiği sonucuna ulaşılmıştır.
Örgütler küreselleşmeyle birlikte değişen rekabet koşullarına ve çevre koşularına uyum sağlamak,kaynaklarını etkin kullanılabilmeye yönelik küçülme stratejisi ortaya koyabilmektedir. Örgütsel küçülme stratejisi, insan kaynağının etkin şekilde yönetilmesi gerekliliğini beraberinde getirmektedir. Uygulanan insan kaynakları politikaları örgütsel değerler, yaklaşım ve istihdam politikalarının belirlenmesi, örgüt çalışan ve yöneticilerinin nasıl davranması gerektiğini ortaya koyan kurumsal
değerin oluşmasına katkı sağlayan unsurları içermektedir. Bu doğrultuda bu çalışma ile küçülme sürecinde uygulanan insan kaynakları politikaları ve yöneticilerinin algıları arasında nasıl bir ilişki olduğunu ve küçülmenin yöneticiler üzerindeki etkileri nitel bir araştırma yöntemiyle ortaya konulmak istenmiştir. Araştırmanın sonucuna göre çıkan kodlar küçülme süreci ve yönetici algıları arasında adil ve şeffaf olma, faydacı ve geride kalan çalışanlara yönelik plan ve program yapmadır. Ayrıca, çıkan sonuçlar küçülmenin yöneticiler üzerindeki etkilerini örgütsel bağlılığın ve güvenin azaldığını, motivasyon sorununun ve psikolojik iş baskısı olduğunu göstermektedir.
Bu araştırmanın amacı özel üniversitelerde (vakıf üniversitelerinde) çalışan öğretim üyelerinin maruz kaldıkları öğrenci zorbalığının nasıl meydana geldiğini, nedenlerini, öğretim üyeleri üzerindeki etkilerini, öğretim üyelerinin öğrenci zorbalığına verdikleri tepkileri ve öğrenci zorbalığına karşı alınabilecek tedbirleri ortaya çıkarmaktır. Bu amaç doğrultusunda İstanbul’da faaliyet gösteren 6 farklı özel üniversitede çalışan 12 öğretim üyesinden yarı yapılandırılmış mülakat tekniğiyle veri toplanmıştır. Toplanan veri içerik analizi tekniğine uygun olarak analiz edilmiştir. Analiz sonucunda öğrenci zorbalığının gerçekleşme şekli; öğretim üyesinin otoritesini sarsmak, öğretim üyesinin itibarını zedelemek, öğretim üyesine fiziksel şiddet uygulamak ve öğretim üyesine sözlü şiddet uygulamak olmak üzere dört tema ile, nedenleri; öğrenciden, öğretim üyesinden ve yönetimden kaynaklanan nedenler olmak üzere üç tema ile, öğretim üyelerinin üzerindeki etkileri; psikolojik ve fizyolojik etkiler olmak üzere iki tema ile, öğretim üyelerinin tepkileri; idari ve kişisel tepkiler olmak üzere iki tema ile ve öğrenci zorbalığına karşı alınabilecek tedbirler; idari ve bireysel tedbirler olmak üzere iki tema ile açıklanmıştır.
Bullying in school has become an international concern in recent years, and the issue became urgent after school closure during COVID Pandemic. International studies have identified teacher-targeted bullying by students as a real and harmful issue for teacher wellbeing. Our paper sets out discursive issues surrounding bullying against teachers as targets of intentional bullying. It reports on the findings of a small-scale, extant, qualitative research study on commenters’ understanding of the antecedents of teacher-targeted bullying. The aim was to gain insights into the teachers´ targeted bullying from the perspective of teacher victims. We conducted a qualitative descriptive research design stemming from semi-structured interviews with victims of teacher-targeted bullying. A thematic content analysis of the data was generated from interviews with seventeen victimized teachers as a snowball sampling. The sample consisted of male (n = 7) and female (n = 10) participants from urban school locations in the capital of Czech Republic. The focus of our study was to determine how the teachers who had been experiencing bullying by their students described and perceived the nature and consequences attributed to such bullying. The findings indicate that the victims of teacher-targeted bullying were exposed repeatedly over long time verbal and nonverbal bullying, ignoring the teaching activities and other threats directed against teachers. Our results suggest bullying had a negative influence on the victims’ private lives (family, colleagues), physical and mental health and self-esteem.
Purpose: In the past, a number of research studies have been done on bullying, but most of them are in the context of student’s bullying students. The present study highlighted an important issue of teachers being bullied by their students. The purpose of the study was to examine the perception and behavior of teachers about teacher targeted bullying (TTB) and prevention of TTB.
Design/Methodology/Approach: This study was quantitative in nature. The sample comprised of all public and private tertiary education institutions/ colleges of Lahore. The data was collected from one hundred fifty teachers through cluster sampling technique from six public and private tertiary education institutions/ colleges. A self-developed instrument, comprising of statements on frequency, perception, behavior and preventive measures on teacher targeted bullying was used to collect data from respondents.
Findings: The results indicate that the teachers’ awareness level about TTB is low. Furthermore, they are also not aware about the types of bullying they are facing. The response of teachers on preventing bullying is also not very positive while very less teachers are prone to take preventive measures to stop or reduce bullying. The tests on demographic variables indicate that there is difference in opinion on basis of age and work experience of teachers towards teacher targeted bullying.
Implications: Based on results it can be recommended that there is need to aware teachers and administrators about teacher targeted bullying so that they can voice up against it. Additionally, this can also be recommended that the policy clauses should be added and displayed at institutes about teacher targeted bullying.
Studies about workplace bullying recognise that teaching is becoming a high-risk profession. Despite the global concern about teacher-targeted bullying by learners, a dearth of studies remain regarding the bullying of teachers. This study aims at contributing towards the limited corpus of knowledge on the preponderance of the phenomenon within the South African schooling contexts. A phenomenological research design qualitative method was employed. Nine teachers in grade 12 class completed semi-structured interviews about the bullying of teachers by learners. Findings evince that teachers are bullied in diverse ways. Findings further reveal that generational shift in learner behavioural pattern, learner drug addiction and school violence, too much learner-centred approach policy by the government, poor parental school involvement and inadequate resources in schools are contributory factors for teachers being bullied. The study exposes the resultant effect of bullying on teachers as severe; responsible for stress, emotional distress, isolation, teacher burnout and sometimes attrition from practice. The findings are discussed in the literature. It is concluded that bullying of teachers poses a serious challenge in South African schools; hence, it must be urgently addressed by whatever pragmatic policy to pre-empt domestic violence faced by teachers.
This article reports on the findings of a small-scale, extant, qualitative social media research study on commenters’ understanding of the antecedents of teacher-targeted bullying. Comments on an article posted by Sarah Sorge (2013) on The Educator’s Room were used as data source. Guided by an ecological model and the attribution theory, the study identified victim and perpetrator attributes, colleagues’ indifference and unprofessionalism, school management’s lack of leadership and failure to address the problem, as well as socio-cultural factors and policy changes as antecedents of teacher-targeted bullying. It is argued that conventional teacher-learner power relations are flawed due to the unsupportive, even antagonistic attitudes of parents, colleagues, society at large, people in leadership positions and policy makers towards the victims of teacher-targeted bullying. It is concluded that, despite ethical dilemmas, the advent of the Internet and social media has created opportunities for researchers to use comments posted on the Internet as a data source to investigate teacher-targeted bullying.
The frequency and consequences of bullying directed at school nurses (SNs) are poorly understood. The purpose of this study was to describe the prevalence and impact of bullying directed at school nurses, determine predictors of bullying directed at school nurses, and evaluate the individual and organizational impact of exposure to bullying directed at school nurses. School nurses ( n = 334) completed an online survey comprised of the Negative Act Questionnaire–Revised, Perceived Stress Scale, National Institute for Occupational Safety and Health General Social Survey 2010 Quality of Worklife Module, Michigan Organizational Assessment Questionnaire, and open response items to determine their experiences with, and impact of, bullying. Descriptive and inferential statistics were calculated for quantitative data, while content analysis was used to analyze responses to open-ended survey items. One third of participants reported occasional or frequent bullying. Content analysis revealed three themes, including unexpected parent behavior, staff incivility, and formal reporting. Findings support the development of an educational intervention to assist school nurses in the prevention and management of bullying exposure.
The study focuses on pupils’ aggression towards teachers. The goal of the study was to determine a statistically significant relationship between, the forms of aggressive behaviour and the age of teachers and the length of their teach ing experience. The research sample consisted of 268 teachers of elementary schools, secondary vocational schools and grammar schools in the region of Banská Bystrica. Results revealed a statistically significant negative relationship between teachers’ age and the years of teaching experience in three forms of aggressive behaviour: refusal to obey instructions, intentional disruption and ironic remarks. A statistically significant relationship was observed between the length of teachers’ teaching experience and destruction of school property.
No school is exempt from violence. Consequently, school safety is identified as a topic of great concern on both a national and international level. While this has resulted in a significant focus on learners’ safety in schools, relatively little attention has been given to violence against, and safety of, the educators in the school environment. Educator victimisation, in various forms, may be a notable problem. However, the true extent is unknown, due to issues such as general underreporting of such incidents, and insufficient research on the topic. This article takes a closer look at the nature and extent of the safety issues faced by educators, and the numerous implications which may result from this, including the negative impact it has on not only the educators themselves, but on the education system as a whole. There are various factors which contribute to violence against educators, and through the examination of these issues, rights and responsibilities come to the fore as a main theme – specifically those held by educators and learners, and the conundrum often created in trying to balance these. This is important both in beginning to understanding the problem, as well as formulating a set of relevant, comprehensive recommendations for moving forward, and finding a solution in the creation of a culture of human rights, as opposed to a culture of violence.
Drawing on ethnographic research conducted in two schools in northern Vietnam, this chapter suggests understanding and addressing school bullying as a generational problem rather than one of individual children. It demonstrates that school bullying is intricately connected to manifestations of power in the deeply generational organisation of schools, and to the ways in which both children and adults exercise their agency in this social environment by drawing on age-related hierarchies, bodily size, and physical strength. Employing the concept of the hidden curriculum, the chapter suggests that some students learn to utilise bullying as a means through which they can influence the behaviour of others and thus more easily navigate their way through school, both socially and scholastically.
This study examines the nature, prevalence and impact of educator targeted bullying (ETB) in a sample of 575 Malaysian school teachers. Specifically it was predicted that ethnicity may be related to exposure to ETB; that frequency of exposure would vary by type of ETB; that there would be tenure-related differences in terms of exposure and burnout; and that teaching experience could moderate the exposure-burnout relationship. Results suggest that less severe forms of ETB are more prevalent than physical forms; and that educators with increased teaching experience are less exposed to ETB. ETB exhibits a negative impact on burnout; and is strongest for student-related burnout. Increased experience buffers the ETB–student-related burnout relationship while ethnicity is unrelated to exposure to ETB.
During the past two decades effort was concentrated on the nature of bullying, on the characteristics of perpetrators and victims, along with the efforts to develop several theoretical and intervention frameworks (Coyne, 2011). Bullying happens in many different social contexts (e.g. schools, residential homes, prisons, workplaces) and at different age levels (Monks &Coyne, 2011).
This study investigated educator-targeted bullying (ETB) in a South African school setting from a social-ecological perspective. Seven survivors of ETB were interviewed using open ended questions. The data were content analysed for themes. The main findings of the study were: (1) bullies are undisciplined individuals who lack parental support; (2) school and classroom management styles may encourage ETB; and (3) a lack of positive values in the community and a disregard for authority figures perpetuate ETB. Survivors of ETB perceived to lack support from colleagues, school management, and parents of the offending learners.
Problem Statement The studies investigating bullying behaviours exhibited by students toward teachers are limited in number. Since teachers are perceived as powerful adults compared to the teenagers and are responsible for managing the classroom, it is commonly thought that they cannot be considered the victims of students. Such thoughts may have put limitations on research studies examining this matter. It is known that student-teacher interactions have effects on school climate and are extremely important in terms of carrying out anti-bullying programs. For this reason, it was thought that collecting more detailed data about bullying behaviours exhibited by students toward teachers can provide useful information for prevention efforts. Purpose of the Study: The purpose of this research is to determine the existence and characteristics of students' bullying toward teachers in Turkey according to the gender of teachers and to draw the attention of those preparing anti-bullying programs and of teacher trainers to the subject. Methods: Participants of the study were volunteer teachers (n=540) serving at the Osmangazi district of Bursa city. A questionnaire was used to determine behaviours related to bullying exhibited by students toward teachers according to teacher perceptions. The obtained data were analyzed by using frequencies, percentages, and chi square tests. Results: The comparisons showed that there were no significant differences among bullied and non-bullied participant teachers in terms of gender. On the other hand, male teachers experienced more physical bullying and female teachers experienced more verbal bullying and gossiping. It was determined that there are significant differences among female and male teachers in terms of the gender of the students and in terms of some locations. Conclusions and Recommendations: The findings showed that the gender of the teachers and students are important in terms of bullying behaviours exhibited by students toward teachers. Therefore, it should be taken into consideration if bullying is included in the content of whole school anti-bullying programs, pre-service, and in-service teacher training programs. In this context, it is believed that future research investigating the differences between bullied and non-bullied teachers, the characteristics of bully students, the variables such as school size, class size, and the effects of students' bullying toward teachers on school climate and teacher performance will contribute to the improvement of teacher education programs and anti-bullying programs.
Research on video game playing has focused mainly on the effects of such games in relation to aggression and attitudes towards perpetrators and towards crime. The present research was designed to investigate gamers' attitudes towards victims of crimes and incidents that were designed to mirror those portrayed in violent video games. Vignettes were used during interviews to explore 50 participants' attitudes towards different types of victims. The results indicate that long-term playing of violent video games appears to be associated with more negative attitudes towards victims of crime. This is the first study to directly explore attitudes towards victims of crime, in relation to violent video game exposure. Compared to nonviolent video game players, the violent video game players in the study reported less positive attitudes towards the victims in the study and attributed more blame to the victims. The implications of this finding in the context of previous research on violent video games, and on attitudes are explored. Directions for future research in the area are also highlighted.
This study of bullying in an inner-city school concentrates upon the attitudes and experiences of parents whose children attend the school. The aim of the investigation was to establish if parents had faith in the school’s ability to deal with the problem effectively. Generally, parents felt satisfied with the way in which the school was tackling bullying. However, a significant proportion of victims’ parents felt let down by the school.
A survey Practical Approaches to Bullying Assertive Discipline for Secondary School Educators: In-service Video Package and Leader's ManualConventional Wisdom is a Poor Predictor of the Relationship between Disci-pline Policy, Student Misbehaviour and Teacher Stress
- I Whitney
- I Smith
- P K David Fulton Canter
- L Canter
References AHMED, I., WHITNEY, I. and SMITH, P.K. (1991) `A survey, Service for Schools on Bully/Victim Problems' in P.K. Smith and D. Thompson (eds) Practical Approaches to Bullying. London: David Fulton CANTER, L. and CANTER, M. (1989) Assertive Discipline for Secondary School Educators: In-service Video Package and Leader's Manual. Santa Monica, CA: Lee Canter & Associates. HART, P., WEARING, A.J. and CONN, M. (1995) `Conventional Wisdom is a Poor Predictor of the Relationship between Disci-pline Policy, Student Misbehaviour and Teacher Stress', British Journal of Educational Psychology 65, pp. 27±48. HOUGHTON, S. (1989) `Improving Social Behaviour and Academic Performance of a Secondary School Pupil through Self-recording:
Class-room Behaviour Problems which Secondary School Teachers Say They Find Most TroublesomeDiscipline in South Australian Primary Schools
- A Replication
- ±46 Merrett
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- K Wheldall
- F Merrett
- ±
- B Johnson
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- K Adey
A Replication of Merrett and Blundell', Educational Psychology 9, pp. 239±46. HOUGHTON, S., WHELDALL, K. and MERRETT, F. (1988) `Class-room Behaviour Problems which Secondary School Teachers Say They Find Most Troublesome', British Educational Research Journal 14 (3), pp. 297±312. JOHNSON, B., OSWALD, M. and ADEY, K. (1993) `Discipline in South Australian Primary Schools', Educational Studies 19, pp. 289±305.
The Discipline Dilemma
- R Lewis
LEWIS, R. (1991) The Discipline Dilemma. Melbourne: ACER.