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Victims of educator-targeted bullying: a qualitative study
... 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). The Student Bullying of Teachers (SBT) has also remained virtually absent from both public and political discourse in most countries, resulting in a chaotic piecemeal response from schools and governments (Chen and Astor, 2010) and a sense of isolation and shame amongst victimised teachers (De Wet, 2010). Increasingly international researchers have highlighted the need for greater academic, societal and political awareness and recognition of SBT (e.g. ...
... 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.
... Previous studies have shown that teachers have been the victims of verbal (Özkılıç, 2012;Pervin & Turner, 1998;Pyhältӧ et al., 2015;Terry, 1998), physical (De Wet & Jacobs, 2006;Özkılıç, 2012;Terry, 1998), sexual (Garrett, 2014;Özkılıç, 2012), psychological (Chen & Astor, 2009), racial (James et al., 2008) and cyberbullying (Garrett, 2014;Kopencký & Szotkowski, 2017;Woudstra, Janse van Rensburg, Visser & Jordaan, 2018). Teachers' property has also been stolen or vandalised (De Wet, 2010;Garrett, 2014;Pervin & Turner, 1998). Several studies (cf. ...
... De Wet & Jacobs, 2006;Kauppi & Pӧrhӧlä, 2012a;Kopencký & Szotkowski, 2017;Özkılıç, 2012;Terry, 1998) to investigate TTB. Despite a broad literature search I was able to identify only three qualitative empirical research papers on TTB (De Wet, 2010, 2012, 2019. Whereas the abovementioned quantitative and qualitative studies investigated TTB from the perspective of the teachers, Chen andJames et al. (2008) conducted quantitative studies among learners. ...
... Victims of TTB who took part in Pervin and Turner's (1998:5) study claimed, for example, that "the bullying caused them [teachers] to suffer stress and had made them lower their expectations of teaching as a career." In addition to this, a qualitative study by De Wet (2010) found that TTB may result in the breakdown of the parent-teacher relationship due to the fact that teachers hold parents responsible for their children's behaviour, and parents critique teachers' classroom management. ...
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.
... Pri definiranju nasilja nad učitelji je treba poudariti tanko razmejitveno črto med neprimernim obnašanjem učencev oziroma kršitvijo komunikacijskih norm in nasiljem nad učitelji. Namreč, neprimerna komunikacija učencev lahko preraste v nasilje, če jo učenci uporabljajo za izzivanje avtoritete učiteljev in odvzemanje njihove moči (De Wet, 2010). Če upoštevamo vse navedeno, lahko nasilje učencev nad učitelji definiramo kot komunikacijski proces, v katerem je učitelj izpostavljen ponavljajoči se interakciji, ki jo percipira kot žaljivo, vznemirjujočo ali ustrahovalno (Kauppi in Pörhölä, 2012). ...
... Raziskave so pokazale, da ima stres učiteljev, ki ga lahko pripišemo slabemu vedenju učencev in nasilju nad učitelji, izpostavljeno vlogo pri pojavu izgorevanja pri učiteljih (De Wet, 2010;Dzuka in Dalbert, 2007). Izpostavljenost nasilju na delu ima pomemben vpliv na telesno in mentalno zdravje ter na blagor žrtve (De Wet, 2010;Lokmić et al., 2013). ...
... Raziskave so pokazale, da ima stres učiteljev, ki ga lahko pripišemo slabemu vedenju učencev in nasilju nad učitelji, izpostavljeno vlogo pri pojavu izgorevanja pri učiteljih (De Wet, 2010;Dzuka in Dalbert, 2007). Izpostavljenost nasilju na delu ima pomemben vpliv na telesno in mentalno zdravje ter na blagor žrtve (De Wet, 2010;Lokmić et al., 2013). Bolj natančno, izjave učiteljev o anksioznosti, depresivnosti in telesnih simptomih so povezane s slabšim profesionalnim funkcioniranjem, z nižjo učinkovitostjo v učilnici in s slabšo emocionalno ter telesno blaginjo (Dzuka in Dalbert, 2007). ...
... Pri definiranju nasilja nad učitelji je treba poudariti tanko razmejitveno črto med neprimernim obnašanjem učencev oziroma kršitvijo komunikacijskih norm in nasiljem nad učitelji. Namreč, neprimerna komunikacija učencev lahko preraste v nasilje, če jo učenci uporabljajo za izzivanje avtoritete učiteljev in odvzemanje njihove moči (De Wet, 2010). Če upoštevamo vse navedeno, lahko nasilje učencev nad učitelji definiramo kot komunikacijski proces, v katerem je učitelj izpostavljen ponavljajoči se interakciji, ki jo percipira kot žaljivo, vznemirjujočo ali ustrahovalno (Kauppi in Pörhölä, 2012). ...
... Raziskave so pokazale, da ima stres učiteljev, ki ga lahko pripišemo slabemu vedenju učencev in nasilju nad učitelji, izpostavljeno vlogo pri pojavu izgorevanja pri učiteljih (De Wet, 2010;Dzuka in Dalbert, 2007). Izpostavljenost nasilju na delu ima pomemben vpliv na telesno in mentalno zdravje ter na blagor žrtve (De Wet, 2010;Lokmić et al., 2013). ...
... Raziskave so pokazale, da ima stres učiteljev, ki ga lahko pripišemo slabemu vedenju učencev in nasilju nad učitelji, izpostavljeno vlogo pri pojavu izgorevanja pri učiteljih (De Wet, 2010;Dzuka in Dalbert, 2007). Izpostavljenost nasilju na delu ima pomemben vpliv na telesno in mentalno zdravje ter na blagor žrtve (De Wet, 2010;Lokmić et al., 2013). Bolj natančno, izjave učiteljev o anksioznosti, depresivnosti in telesnih simptomih so povezane s slabšim profesionalnim funkcioniranjem, z niž-jo učinkovitostjo v učilnici in s slabšo emocionalno ter telesno blaginjo (Dzuka in Dalbert, 2007). ...
Doživljanje medvrstniškega nasilja (t. i. viktimizacija) v mladostništvu predstavlja dejavnik tveganja za pojav psihosocialnih težav in ima negativne posledice za posameznika tudi kasneje v življenju. Zaradi pomanjkanja raziskav na področju čustvenih in socialnih kompetenc (empatija, samozavedanje in samopodoba), vrstniških odnosov (pozitivni odnosi z vrstniki, težavno vedenje in prosocialno vedenje) in odnosov učencev z učitelji (pozitivnih in negativnih) v kontekstu viktimizacije v slovenskem šolskem prostoru je bil namen raziskave preveriti napovedno vrednost omenjenih dejavnikov pri pojavu viktimizacije. Podatki so bili zbrani v pilotni raziskavi v sklopu projekta Roka v roki: Socialne in čustvene spretnosti za nediskriminatorno in vključujočo skupnost. V raziskavi je sodelovalo 123 učencev iz šestih osnovnih šol, starih med 13 in 15 let (M=13,20;SD=0,42). V analizah je bil uporabljen Olweusov vprašalnik nasilnež/žrtev (OBVQ, Olweus, 1996; lestvica viktimizacije) za merjenje viktimizacije; slovenska različica Vprašalnika prednosti in slabosti (SDQ, Goodman, 1997) za merjenje odnosov z vrstniki; Lestvica »učitelj kot socialni kontekst« (TASC, Belmont, Skinner, Wellbron in Connell, 1992)
in vprašalnik, povzet iz raziskave PISA 2015 (OECD, 2017), za merjenje odnosov z učitelji; vprašalnik opisovanja samega sebe (SDQ II, Marsh, 1992), vprašalnik empatije (IRI; Davis, 1980) in Kentuckyjeva lestvica čuječnosti (Baer, Smith in Allen, 2004) za merjenje čustvenih ter socialnih kompetenc. Rezultati hierarhične multiple regresijske analize
so pokazali, da so med vsemi vključenimi napovedniki pomembni napovedniki viktimizacije pozitivni odnosi z vrstniki in negativni odnosi z učitelji. Dejavniki na ravni odnosov z vrstniki pojasnijo 18 % variance, odnosi z učitelji dodatno pojasnijo 10 % variance, čustvene in socialne kompetence pa 2 % variance viktimizacije. Dodatno sva preverili mediatorski učinek negativnih odnosov z učitelji na odnos med odnosi z vrstniki, čustvenimi in socialnimi kompetencami učencev in viktimizacijo. Pokazalo se je, da negativni odnosi z učitelji vplivajo na odnos med prosocialnim vedenjem in viktimizacijo ter negativnimi odnosi z vrstniki in viktimizacijo, kar govori v prid pomembnosti odnosov z učitelji v procesu viktimizacije.
Ključne besede: viktimizacija, čustvene in socialne kompetence, odnosi z vrstniki, odnosi med učenci in učitelji
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Experiencing bullying (victimization) in adolescence is a risk factor of occurrence of psychosocial problems and negative consequences for individuals even later in life. Due to the lack of research in the field of emotional and social competencies (empathy, self-awareness and self-esteem), peer relationships (positive peer relations, conduct problems, prosocial behavior) and relationships with teachers (positive in negative) in the context of victimization in the Slovenian school environment, the aim of our study was to examine the predictive value of mentioned factors in the occurrence of victimization. The data were collected in a pilot study within the framework of the project Hand in hand: Social and Emotional Skills for Tolerant and Non-discriminative Societies. The study involved 123 students from six elementary schools aged between 13 and 15 (M =
13.20, SD = 0.42). In the analyzes we used the Olweus’ bully/victim questionnaire (OBVQ, Olweus, 1996; Victimization scale) to measure victimization; Slovene version of the Strength and Difficulties Questionnaire (SDQ, Goodman, 1997) to measure relationships with peers; The Teacher As Social Context scale (TASC, Belmont, Skinner, Wellbron, and
Connell, 1992) and the questionnaire retrieved from PISA 2015 survey (OECD, 2017) for measuring teacher-students relations; Self-Description Questionnaire (SDQ II, Marsh, 1992), Interpersonal Reactivity Index (IRI; Davis, 1980) and the Kentucky Mindfulness Scale (Baer, Smith, & Allen, 2004) for measuring emotional and social competencies. The results of a hierarchical multiple regression analysis have shown that among all the predictions included, positive relationships with peers and negative relationships with teachers were significant predictors of victimization. The factors on the level of peer relationships explain the 18% variance, the relationships with teachers further explain 10% of the variance, and emotional and social competencies explain 2% of the variance of victimization. In addition, we examined the mediation effect of negative relationships with teachers on the relationship between peer relationships, emotional and social competencies, and victimization. It has been shown that negative relationships with teachers affect the relationship between prosocial behavior and victimization and conduct problems and victimization, which speaks of the importance of negative relations with teachers in the process of victimization.
Keywords: victimization, emotional and social competencies, peer relationships, relationships between students and teachers
... Pri definiranju nasilja nad učitelji je treba poudariti tanko razmejitveno črto med neprimernim obnašanjem učencev oziroma kršitvijo komunikacijskih norm in nasiljem nad učitelji. Namreč, neprimerna komunikacija učencev lahko preraste v nasilje, če jo učenci uporabljajo za izzivanje avtoritete učiteljev in odvzemanje njihove moči (De Wet, 2010). Če upoštevamo vse navedeno, lahko nasilje učencev nad učitelji definiramo kot komunikacijski proces, v katerem je učitelj izpostavljen ponavljajoči se interakciji, ki jo percipira kot žaljivo, vznemirjujočo ali ustrahovalno (Kauppi in Pörhölä, 2012). ...
... Raziskave so pokazale, da ima stres učiteljev, ki ga lahko pripišemo slabemu vedenju učencev in nasilju nad učitelji, izpostavljeno vlogo pri pojavu izgorevanja pri učiteljih (De Wet, 2010;Dzuka in Dalbert, 2007). Izpostavljenost nasilju na delu ima pomemben vpliv na telesno in mentalno zdravje ter na blagor žrtve (De Wet, 2010;Lokmić et al., 2013). ...
... Raziskave so pokazale, da ima stres učiteljev, ki ga lahko pripišemo slabemu vedenju učencev in nasilju nad učitelji, izpostavljeno vlogo pri pojavu izgorevanja pri učiteljih (De Wet, 2010;Dzuka in Dalbert, 2007). Izpostavljenost nasilju na delu ima pomemben vpliv na telesno in mentalno zdravje ter na blagor žrtve (De Wet, 2010;Lokmić et al., 2013). Bolj natančno, izjave učiteljev o anksioznosti, depresivnosti in telesnih simptomih so povezane s slabšim profesionalnim funkcioniranjem, z nižjo učinkovitostjo v učilnici in s slabšo emocionalno ter telesno blaginjo (Dzuka in Dalbert, 2007). ...
Preučevanje nasilja v vzgoji in izobraževanju, kot tudi v družbi nasploh, ima v svetu dolgo tradicijo, saj velja zagotavljanje varnega in spodbudnega učnega okolja za enega od temeljnih načel šolanja. Poleg teoretikov, snovalcev politik ter strokovno-pedagoških delavcev in staršev zagotavljanju varnega in spodbudnega učnega okolja posebno pozornost namenjajo tudi nekatere izmed najpomembnejših globalnih »think tank« (npr. Brookings) kot tudi »fact tank« organizacij (npr. Pew Research Centre), v Sloveniji pa je zagotavljanje varnega in spodbudnega učnega okolja že nekaj let prednostna naloga Ministrstva za izobraževanje, znanost in šport. Kljub temu pa se raziskovanje nasilja v šolah oz. v družbi sooča z vrsto problemov in izzivov, ki pomembno vplivajo tako na sam proces raziskovanja tega fenomena kakor tudi na snovanje predlogov za zagotavljanje varnega in spodbudnega učnega okolja. Zaradi vse večje prisotnosti nasilja v družbi in njegove pojavnosti, skoraj »glorifikacije« v medijih, ki jo najbolje ponazarja prispodoba o »simbiotičnem« razmerju medijev in nasilja, zaradi številnih novih pojavnih oblik nasilja, kot je »kibernetsko« nasilje predvsem med mladimi, je za preučevanje tega družbenega fenomena nujna interdisciplinarnost, ki zagotovi razumevanje nasilja izven njegovih »tradicionalnih« okvirov. Iskanje skupnega imenovalca različnih pojavnih oblik nasilja pa se izkaže za vse prej kot enostavno, saj je tudi nasilje v šolah in med šolajočo mladino – tako v teoriji kakor tudi v »praksi« – kompleksen fenomen z mnogimi prikritimi dejstvi in povezavami z osebnim dogajanjem mladim v družbi izven območja izobraževanja. Pri tem izrazito izstopa nasilje, ki so ga mladi lahko deležni preko interakcij s svetovnim spletom. V drugem delu tematske številke revije smo zbrali članke, ki prinašajo vpogled v konkretno stanje problematike v izobraževanju. Razprave o empiričnih raziskavah dopolnjujejo strokovni pregledi aktivnosti za preprečevanje nasilja, ki se že izvajajo v našem prostoru. Prispevek Psihološki vidiki medvrstniškega nasilja v šolah: ugotovitve nekaterih slovenskih raziskav dr. Sonje Pečjak in dr. Tine Pirc prikazuje psihološko raziskovanje različnih vidikov medvrstniškega nasilja na
šolah, z opisom lastnih raziskovalnih rezultatov s tega področja v preteklih letih, ki kažejo, da je tega nasilja pomembno več v osnovni kot srednji šoli, več med fanti kot dekleti in več med učno manj uspešnimi učenci. Zagrebški avtorji mag. Marko Prpić, dr. Jelena Pavičić Vukičević in mag. Matea Korda v prispevku Šolska klima kot napovedovalec nasilja učencev
nad učitelji predstavljajo inovativno raziskavo merjenja poročanja učencev in hkrati učiteljev o pojavu nasilja nad učitelji ter ugotavljajo dejavnike, ki določene vrste nasilja nad učitelji najbolj napovedujejo. Članek Doživljanje nasilja v mladostništvu: vloga odnosov z vrstniki, odnosov z učitelji ter čustvenih in socialnih kompetenc avtoric Tine Pivec in dr. Ane
Kozina predstavlja glavna sporočila raziskovanja napovedne vrednosti dejavnikov
čustvenih in socialnih kompetenc, vrstniških odnosov in odnosov učencev z učitelji za pojav viktimizacije v okviru projekta Roka v roki: Socialne in čustvene spretnosti za nediskriminatorno in vključujočo skupnost, ki sporočajo, da so bistveni dobri odnosi z učitelji, saj so ključni napovedniki viktimizacije pozitivni odnosi z vrstniki in negativni odnosi z učitelji, ki tudi vplivajo na povezanost viktimizacije s prosocialnim vedenjem ter z negativnimi odnosi z vrstniki. Rezultati analize povezanosti med pripadnostjo šoli, doživetim nasiljem, motivacijo za učenje in znanjem na podlagi nacionalnih podatkov merjenja stališč in znanja osnovnošolcev v prispevku Ali je šolsko nasilje med slovenskimi učenci povezano z učenjem? kažejo, da so različne oblike nasilja povezane z uspešnostjo različno starih učencev v šoli in opozarjajo še posebej na tiste kritične oblike nasilja za otroke, ki lahko ostanejo med odraslimi neopažene zaradi njihovega manjšega pomena v odraslem svetu.
V prispevku Spletno nadlegovanje v šolah z vidika spola dr. Barbara Neža Brečko razpravlja o svežih rezultatih pravkar zaključene velike nacionalne raziskave Odklikni! o spletnem nasilju nad dekleti, ki je v Sloveniji ne samo v porastu, ampak je tudi že doseglo kritično raven. Vsebinsko širok pregledni strokovni članek Maje Vreča Spletno nasilje, virtualno nasilje ali nasilje, ki uporablja nove tehnologije? nam predstavi izhodiščne okvire in širino strokovnih aktivnosti akademskih ter zasebnih združenj na nacionalni ravni za preventivno in pomoč pri pojavih spletnega nasilja med šolajočo se mladino. V prispevku Preventivna vloga pozitivnih psihosocialnih odnosov v šoli nam dr. Zora Ilc Rutar predstavi pomembnost odnosne kompetence učiteljev ter odnosa med učitelji in učenci za doseganje optimalne šolske in razredne klime, ko, izhajajoč iz teoretskih izhodišč, predstavi konkretne nacionalne vire in aktivnosti za zagotavljanje spodbudnega šolskega okolja in preprečevanja nasilja. Predstavitev učinkovitih aktivnosti za prevencijo nasilja in spodbujanje pozitivne šolske klime zaokrožuje prispevek Martine Kukovec o vzpostavitvi in analizi učinkovitosti vrstniške mediacije v šolskem prostoru, ki se pokaže uspešna tako kot vzgoja za mediatorje kot za izboljšanje šolske klime. Prispevke tako družijo skupne ugotovitve o pomembnosti zavedanja o nasilju v vseh oblikah, pomembnosti kakovostnega odnosa med vsemi člani šolske skupnosti ter o vlogi in pomenu zagotavljanja varnega in spodbudnega učnega okolja.
... Educator-targeted bullying include the three criteria: an imbalance of power between the aggressor (learner/s) and the educator; aggressive behavior is deliberate and repeated; and the aim of the aggression is to harm the victim physically, emotionally, socially and/or professionally (De Wet, 2010). ...
... Educators' (teachers and principals) and social media commenters' understandings of learner-oneducator bullying was the focus of two (De Wet, 2010, 2019 qualitative studies validating researcher's definition about educator-targeted bullying as existing problem which was characterized by intention to do harm and repetitiveness in educators' unequal relations with learners as aggressors. Also, the results showed that educators perceive distinguishing line between learner's misbehavior and educator-targeted bullying (De Wet, 2010). ...
... Educators' (teachers and principals) and social media commenters' understandings of learner-oneducator bullying was the focus of two (De Wet, 2010, 2019 qualitative studies validating researcher's definition about educator-targeted bullying as existing problem which was characterized by intention to do harm and repetitiveness in educators' unequal relations with learners as aggressors. Also, the results showed that educators perceive distinguishing line between learner's misbehavior and educator-targeted bullying (De Wet, 2010). Open-questionnaire format data of qualitative analysis gives some insight into educators' (teacher and principal) understandings of educator-targeted workplace bullying in the area of relational https: //doi.org/10.15405/epsbs.2019.11.1 Corresponding Author: Kristi Kõiv Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 2357-1330 5 powerless of victims of workplace bullying in school context as public, privately humiliated, disrespected, socially isolated and discriminated (De Wet, 2014). ...
The purpose of this exploratory descriptive research using a free-response methodology was to examine social pedagogues' definitions of learner-on-learner, learner-on-educator and educator-on-adult bullying in school context. This study is one of the first studies to approach to conceptualize three different types of bullying from the perspective of the social pedagogues. A representative sample of 165 social pedagogues provided their own definition about school bullying, educator-targeted bullying and educator-targeted workplace bullying. Quantitative content analysis revealed that the participants held a shared understanding of the three types of bullying concurred with those used in the research literature – intention, repetition, imbalance of power, and causing harm to victim. Although, these components remain a part of the definitions of three types of bullying, social pedagogues operated broader multilevel bullying definitions with adding two components – recognition of individuals engaging in bullying behavior and approaches for dealing with bullying. However, differences in the conceptualization of three types of bullying among social pedagogues were found as well. It was revealed that social pedagogues differentiated the meaning of three types of bullying from each other in terms of type of aggression, power relationship character, manifestations of workplace bullying forms, and characteristics of the individuals engaged in bullying. The one occupation-specific approach focusing on social pedagogues’ perspective can enhance our understanding of the multilevel conceptual nature of bullying in school context.
... In schools, not only students but also teachers should feel comfortable, peaceful and secure in order to actualize teaching-learning activities. However, previous studies have shown that the teachers' performances, teaching-learning processes in classrooms, relationship with others, emotional states and personal lives are negatively affected because of bullying (Benefield, 2004;De Wet & Jacobs, 2006;Tinaz, 2006;De Wet, 2010). Hall (2005) and De Wet (2010) indicated that bullying has other negative effects on teachers such as nightmares, sleeplessness, back pain, weight loss or gain, migraine, digestive problems, heart attack, high blood pressure, eating disorders, stress and fatigue. ...
... However, previous studies have shown that the teachers' performances, teaching-learning processes in classrooms, relationship with others, emotional states and personal lives are negatively affected because of bullying (Benefield, 2004;De Wet & Jacobs, 2006;Tinaz, 2006;De Wet, 2010). Hall (2005) and De Wet (2010) indicated that bullying has other negative effects on teachers such as nightmares, sleeplessness, back pain, weight loss or gain, migraine, digestive problems, heart attack, high blood pressure, eating disorders, stress and fatigue. These negative effects of student bullying toward teachers indirectly affects the academic success and psychology of the students (Chen & Astor, 2008) and the school at the institutional level (Ingersoll, 2001). ...
... In recent years, many studies revealing the importance of student bullying toward teachers have been conducted in different countries (Ozkilic, 2014;Wilson, Douglas & Lyon, 2011;De Wet, 2010;Chen, & Astor;Koiv, 2015;Benefield, 2004;Terry, 1998.) Similarly, the results of the analysis conducted to answer to the first question of the present study indicate that 42.9% of the teachers were bullied by their students, which suggests that the number of bullied teachers by their students is considerable. ...
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.
... Studies have linked persistent disruptive behavior to both direct and indirect forms of teacher victimization (De Wet, 2010;James et al., 2008). This behavior may include attempts to demean, intimidate, or discredit the teacher. ...
... Studies from South Africa have also documented instances of teacher victimization by students. One study reported that teachers were attacked on the streets, with stones and eggs being thrown at them (De Wet, 2010). Moreover, De Wet (2010) found that teachers' classrooms were vandalized, their cars damaged, and their tires slashed by delinquent students. ...
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.
... Violence in South African schools is closely linked to socioeconomic factors, such as social inequality and high crime rates. In this context, the government has encouraged community involvement in schools and has implemented positive discipline policies that promote collaboration between families and educators to reduce violence (de Wet, 2010b). ...
... Lateral surveillance and reporting technologies, including Mental Health First Aid (Kelly et al., 2011) and anonymous reporting systems are predicated on building trust and positive relationships across everyone in the school community. Bullying and a lack of support from administrators experienced by teachers may interfere with the effective implementation of other types of school violence prevention programming, given that teachers are often involved in implementing or enforcing such programs (de Wet, 2010b;McMahon et al., 2017). Reducing the violence burden borne by teachers will contribute to their health and well-being and, by extension, the effectiveness and sustainability of school safety programs more generally because they are often involved in creating a positive school climate, implementing programs and policies for school safety, and role-modeling appropriate behavior for the student. ...
The prevalence of teacher-directed violence has been well-documented around the world. However, interventions focused on the prevention of teacher victimization have received less attention. Understanding how to reduce teacher-directed violence is vital to preserving the overall well-being of teachers, supporting their teaching, reducing teacher burnout, and providing recommendations for future research. The current scoping review reports on teacher-directed violence interventions in K–12 school settings (n = 2). In addition, emerging evidence is described that provides recommendations for developing teacher-directed violence interventions (n = 6). The results from this scoping review reinforce the need for further study of teacher victimization-focused interventions to support the essential work of teachers.
... Para Garrett, (2014) el AED es un fenómeno mundial, además, ha estado "prácticamente ausente del discurso público y político en la mayoría de los países, lo que ha resultado en una respuesta caótica y fragmentada de las escuelas y los gobiernos" (p.19). Deja al docente victimizado, con una sensación de aislamiento y vergüenza (De Wet, 2010a). Según Garrett (2014) Características del acoso escolar hacia los docentes: ...
... Pedagógica Prevención Félix, Soriano, Godoy y Martínez, 2008y Fernández, 1998. Formas de acoso Bandura, 1989Chen y Astor, 2009;Cleary y Sullivan, 2005;Coyne, 2011;De Wet, 2010a;Lahelma, Palmu, y Gordon, 2000;Monks y Coyne, 2011;Oliveros y Cols, 2008;Parsons, 2005;Terry, 1998;Tuominen, 1999. Bullying Cerná et al., 2013Eirnasen y Berge, 1994. ...
En el libro se explora el estado del conocimiento con respecto al tipo de violencia ejercida al docente, pretendiendo específicamente describir las características metodológicas, así como aspectos centrales de ubicación y validación de los estudios publicados del 2010 al 2020. Se analizaron un total de 63 documentos de los cuales 37 fueron relacionados al mobbing (acoso), 21 sobre violencia al docente y 5 relacionadas a la ciberviolencia. Se indagó cómo se han llevado a cabo las formas de producción, cuáles son las teorías dominantes, y se rescataron los aportes centrales sobre violencia docente. Se concluye que es necesario indagar más sobre el tema y formar al docente en la prevención, detección e intervención de la violencia ejercida a su persona, y de igual manera, es emergente incluir una cultura de no violencia en las escuelas.
... Die reg wat ter sprake is in die regsplig ten opsigte van die beskerming teen werkplekboeliegedrag sluit in die Grondwet, algemene wetgewing, onderwyswetgewing en gemenereg. Die toepaslike bepalings soos in die Grondwet uiteengesit, behels die aanhef van die Daar is die afgelope twaalf jaar heelwat navorsing gedoen oor geweld in skole in Suid-Afrika (Burton, 2008;SACE, 2011), spesifiek boeliegedrag teen onderwysers (Jacobs & De Wet, 2018;De Vos, 2010De Wet, 2010a, asook oor onderwysersekuriteit in Suid-Afrika (Doubell, 2012;Keating, 2011;Langeveldt, 2016;Rossouw, 2011 (Botha, 2021;De Vos, 2013;De Wet, 2010aen b, 2011Mahabeer, 2020;Meyer, & Kirsten, 2014;Woudstra, Janse van Rensburg, Visser & Jordaan, 2018), mediaberigte (Hlati, 2017;Zimela, 2015) en selfs ʼn televisieprogram (Enca.com, 2017) Dat boeliegedrag teenoor onderwysers nie ʼn uniek Suid-Afrikaanse probleem is nie, blyk verder uit koerantopskrifte in ander wêrelddelevergelyk die volgende voorbeelde in verskeie ander kontekste: ...
... Die reg wat ter sprake is in die regsplig ten opsigte van die beskerming teen werkplekboeliegedrag sluit in die Grondwet, algemene wetgewing, onderwyswetgewing en gemenereg. Die toepaslike bepalings soos in die Grondwet uiteengesit, behels die aanhef van die Daar is die afgelope twaalf jaar heelwat navorsing gedoen oor geweld in skole in Suid-Afrika (Burton, 2008;SACE, 2011), spesifiek boeliegedrag teen onderwysers (Jacobs & De Wet, 2018;De Vos, 2010De Wet, 2010a, asook oor onderwysersekuriteit in Suid-Afrika (Doubell, 2012;Keating, 2011;Langeveldt, 2016;Rossouw, 2011 (Botha, 2021;De Vos, 2013;De Wet, 2010aen b, 2011Mahabeer, 2020;Meyer, & Kirsten, 2014;Woudstra, Janse van Rensburg, Visser & Jordaan, 2018), mediaberigte (Hlati, 2017;Zimela, 2015) en selfs ʼn televisieprogram (Enca.com, 2017) Dat boeliegedrag teenoor onderwysers nie ʼn uniek Suid-Afrikaanse probleem is nie, blyk verder uit koerantopskrifte in ander wêrelddelevergelyk die volgende voorbeelde in verskeie ander kontekste: ...
Die doel van die navorsing was om boeliegedrag teen onderwysers by 40 skole in die John Taolo Gaetsewe-distrik te ondersoek en die lesse wat daaruit na vore kom te gebruik ten einde ʼn strategie te ontwikkel vir skoolhoofde om boeliegedrag teen onderwysers effektief te bestuur. Met die pragmatisme-paradigma as uitgangspunt, het ek van ʼn gemengde navorsingsontwerp gebruik gemaak om die studie uit te voer. Op grond van inligting verskaf deur die John Taolo Gaetsewe-distrikkantoor, het ek die kringbestuurders in gebiede waar probleme met boeliegedrag teen onderwysers ervaar word, gekontak. Die kringbestuurders het ’n lys van skole waar voorvalle van boeliegedrag teenoor onderwysers vir ’n ses-maande-periode (van Januarie tot Junie 2021) aangemeld is, verskaf. Uit die lys van 70 skole het ek 40 skole (10 hoërskole, 10 intermediêre skole en 20 primêre skole) vir die kwantitatiewe fase en drie skole uit die 40 skole (ʼn primêre skool, ’n intermediêre skool en ’n hoërskool) vir die kwalitatiewe fase gekies, op grond van hul ligging. Ek het doelgerigte kriterium-gebaseerde steekproefneming gebruik om die deelnemers vir die kwalitatiewe fase te identifiseer. Deur middel van sistematiese steekproefneming is ’n steekproef van 40 skoolhoofde, 40 vakbondverteenwoordigers en 200 onderwysers as respondente geïdentifiseer om vraelyste tydens die kwantitatiewe fase te voltooi. Die data-insameling is afgeskop met ’n dokumentontleding van relevante regsdokumente met die oog daarop om die werkgewers se regsplig en onderwysers se regte tot ’n veilige omgewing, die regsraamwerk vir die hanteer van boeliegedragklagtes en regsmiddele beskikbaar vir onderwysers as slagoffers vas te stel. In die kwalitatiewe fase het ek met vyf onderwysers, twee skoolhoofde en twee vakbondverteenwoordigers semigestruktureerde onderhoude gevoer. Dit het my ’n dieper insig gegee ten opsigte van die aard, omvang en gevolge van boeliegedrag en het my toegelaat om die probleme wat die bestuur van boeliegedrag belemmer en die strategieë wat skoolhoofde gebruik om boeliegedrag te bestuur, te identifiseer. Ek het ook die Gedragskodes vir Leerders van die drie skole ontleed sodat ek kon trianguleer met data van die onderhoude. Kwantitatiewe en kwalitatiewe data is gelyktydig ingesamel, onafhanklik ontleed en daarna gekombineer alvorens die data wat ontleed is, geïnterpreteer is en ek bevindinge geformuleer het. Ten einde my doel te bereik, het ek ’n strategie ontwikkel wat gegrond is op die geïdentifiseerde regsraamwerk, die geheelskoolbenadering en empiriese bevindinge. Die strategie bestaan uit vier werkswinkels oor konseptualiseer en kontekstualiseer boeliegedrag teenoor onderwysers, konsepkode vir boeliegedrag teen onderwysers, bestuur van boeliegedrag teenoor onderwysers en ontwikkeling van ʼn beleid oor boeliegedrag teenoor onderwysers.
... Насиљем ученика над наставницима у већини земаља још увек се не бави на јавном или политичком нивоу, што доводи до хаотичних индивидуалних реакција школа и влада и осећања изолације и срамоте међу наставницима који су били жртве ученичког насиља [4,5]. Истраживачи широм света све више наглашавају потребу за подизањем академске, друштвене и политичке свести и признавањем постојања насиља над наставницима као кључног, првог корака ка ефикасном решавању проблема [6,7]. ...
... Student violence against teachers is still not addressed publicly or politically in most countries, leading to chaotic individual responses by schools and governments and feelings of isolation and shame among teachers who have been victims of student violence [4,5]. Researchers around the world are increasingly emphasizing the need to raise academic, social, and political awareness and to recognize the existence of violence against teachers as a critical, first step toward effective problem solving [6,7]. ...
Violence in schools is a serious social and health problem that occurs in all forms of modern society. The main objective of the study is to investigate the incidence of violence against teachers in elementary schools in Šumadija district. The research is designed as a cross-sectional epidemiological analytical study. The research was conducted in 5 elementary schools in Kragujevac. After obtaining the approval of the Ethics Committee of the Faculty of Medical Sciences of the University of Kragujevac No. 01-15927 and the consent of the principal, the data collection was conducted in the second semester of the school year 2016/17. in the period from 01.05.2017 to 31.05.2017, by interviewing teachers and students. The data source was a questionnaire specially designed for this research. The general questionnaire on basic sociodemographic characteristics is part of an analytical epidemiological study entitled "Violence in schools: prevalence, forms and risk factors" and approved by the Ethics Committee of the Faculty of Medical Sciences of the University of Kragujevac (Decision No. 01-15927). One in three teachers (29.1%) reported exposure to some form of violence. Among those exposed to violence, the most common was multiple types of violence (17.3%), followed by physical violence (15.7%) and verbal violence (15%). Future research could examine in more detail the reasons why students use violence.
... SVAT has become a prevalent issue in the 21 st -century global education scenario requiring a rapid response (Espelage et al., 2013;McMahon et al., 2014). Numerous publications demonstrate this global prevalence and have demonstrated its harmful effects on mental health, work environments, job performance, efficacy and staff turnover (Berlanda, Fraizzoli, de Cordova, & Pedrazza, 2019;Chen & Astor, 2009;Curran, Viano, & Fisher, 2019;De Wet, 2010;Galand, Lecocq, & Philippot, 2007;Gerberich et al., 2014;E. Lowe, Picknoll, Chivers, Farringdon, & Rycroft, 2020;McMahon et al., 2014;B. ...
... Lowe et al., 2020. Having said that, SVAT is not just a concern in the West; it has spread to Asia and Africa as well (Chen & Astor, 2009;De Wet, 2010;Moon & McCluskey, 2016). This study was intended to generate an experiential knowledge base by delving deeper into the real-life experiences (lifeworld) of teachers who witnessed or experienced the phenomenon of student violence. ...
... Zudem gibt es dabei wiederum Unterschiede je nach Abteilung und Bereichen, wie beispielweise erhöhte Exposition in psychiatrischen Bereichen und mehr körperliche Gewalt gegenüber Männern (Mento et al. 2020). Auch Lehrkräfte und Sozialarbeitende berichten häufig von Aggressionen und Gewalt (Wet 2010). Diese Berufsgruppen haben regelmäßig mit schwierigen sozialen Situationen zu tun, die oft von Konflikten und herausfordernden Verhaltensweisen begleitet werden (Fisher u. ...
Violence and aggression in the workplace: The influence of occupational groups on exposure and the mental health of employees Objective: This study examines workplace exposure to violence and aggression, focusing on occupational differences in exposure frequency and variations in the relationship between exposure and well-being across occupational groups. Method: Data were collected as part of a psychosocial risk assessment in 21 companies and 34 occupational groups according to ISCO in Germany. Exposure to violence and aggression was measured using a specific subscale of the risk assessment questionnaire, while well-being was assessed using the WHO-5 Index. Pearson correlations, intraclass correlations and linear mixed models were calculated in order to illustrate the relationships. Results: The findings reveal significant differences in the exposure to violence and aggression at the workplace across occupational groups. Police personnel and nursing professionals are particularly frequently exposed. The intraclass correlation coefficient indicates that nearly 40 % of the variance in exposure to violence and aggression can be explained by occupational group differences. Concerning well-being, strong negative correlations with violence and aggression are in particular observed in academic and service professions. Technical and manual professions are particularly affected by physical violence and threats. Conclusion: The study underscores that the effects of violence and aggression on well-being are highly dependent on the occupational group. Occupations involving intensive customer interactions and emotional demands are particularly vulnerable to negative effects. Targeted interventions to reduce occupational exposure and support employees with interactive demands should be tailored to the specific needs of these occupational groups. Keywords: workplace violence – mental stress – occupational group – ISCO – well-being
... Además de estas formas de acoso en línea, los maestros también son objeto de acoso físico, verbal y no verbal, así como de acoso indirecto (James et al., 2008;Kauppi y Pörhölä, 2012b;Mooij, 2011). Se señala que la incapacidad de los maestros para manejar y disciplinar a los estudiantes, así como su comportamiento estricto y las calificaciones bajas que otorgan, son causas importantes de ser acosados por los estudiantes (De Wet, 2010). ...
El estudio se enfoca en analizar la incidencia y las características de la ciberviolencia hacia los docentes en el estado de Sinaloa, México. Se empleó una metodología cuantitativa de alcance exploratorio descriptivo para obtener una comprensión integral del fenómeno. Se aplicó una encuesta validada por jueces de 33 preguntas a 852 docentes de secundarias estatales, del Estado de Sinaloa. Los resultados revelaron ciberataques y ciberbullying hacia los docentes, el 77% informó conocer a compañeros y el 16.9% compañeras víctimas, se identificaron diversas estrategias de afrontamiento utilizadas por los afectados, incluyendo el diálogo con el estudiantado (45) y la comunicación con las autoridades escolares (22). Los hallazgos destacan la necesidad de una mayor conciencia y capacitación sobre ciberseguridad en el ámbito educativo, así como de políticas efectivas para abordar el ciberbullying. Las conclusiones principales subrayan la importancia de promover una cultura de seguridad cibernética en las escuelas y de implementar intervenciones específicas para prevenir y mitigar la ciberviolencia del estudiantado al docente.
... Alan yazında yapılan benzer çalışmalarda elde edilen bulgular da bu araştırma sonuçlarını destekler niteliktedir. Örneğin Wet (2010) yaptığı çalışmada şiddete uğramış öğretmenlerde yaşanan mağduriyetin stres, kendini suçlu hissetme, utanma, sinirlerini kontrol edememe, gibi psikolojik sıkıntıların yanı sıra başağrısı, uyuma güçlüğü, beslenme bozukluğu, stres ve tükenme, güçsüzlük hissi gibi fiziksel rahatsızlıklarında görülebileceğini ifade etmektedir. Karagüven (1999) yaptığı tanımlamada kaygıyı, başa bir tehlike geleceği duygusu, huzursuzluk, gerilim ve korku ile karakterize edilen, hoş olmayan duygusal bir durum olarak tanımlamaktadır. ...
Bu araştırmanın amacı şiddetten dolayı mağduriyet yaşamış öğretmenlerin mağduriyet ve kaygı düzeyleri arasındaki ilişkiyi incelemektir. Bu araştırmada korelasyonel araştırma yöntemi kullanılmıştır. Çalışmanın evreni, Şanlıurfa ilinin Hilvan ilçesinde 2018-2019 eğitim öğretim yılı bahar döneminde ortaokul ve liselerde görev yapan 435 öğretmenden oluşmaktadır. Evrenin tamamına ulaşılmak hedeflendiğinden örnekleme yöntemi kullanılmamıştır. Münferit gerekçelerle ulaşılamayan, araştırmaya katılmak istemeyen öğretmenler araştırmaya dâhil edilmemiştir. Ayrıca ölçek formalarının bazı maddelerine cevap vermeyen öğretmenler de araştırmanın geçerlik ve güvenirliğini etkilememesi amacıyla araştırmaya dâhil edilmemiştir. Evrende bulunan 435 öğretmenden 361’i bu araştırmaya katılmıştır. Veri toplama araçları olarak 24 madde ve 6 alt boyuttan oluşan “Çok Boyutlu Öğretmen Mağduriyet Ölçeği” ve 21 madde ve 2 alt boyuttan oluşan “Beck Anksiyete Ölçeği” kullanılmıştır. Araştırmada elde edilen veriler Pearson Momentler Çarpım Korelâsyon analizi ile incelenmiştir. Bu araştırmada kaygı ile mağduriyet arasında alt boyutlara göre fiziksel mağduriyet ve somatik semptomlar alt boyutları arasında yüksek düzeyde, diğer alt boyutlar ve toplam ölçekler arasında ise orta düzeyde pozitif yönde anlamlı bir ilişki ortaya çıkmıştır. Bu bulgulara göre şiddet sebebiyle mağduriyet yaşamış öğretmenlerin yaşamayanlara göre kaygı düzeylerinin daha fazla olduğu belirlenmiştir. Sonuç olarak bu araştırmada ortaya çıkan mağduriyet ile kaygı arasındaki pozitif yönde ilişki, öğretmenler arasında kaygıyı etkileyen faktörlerden birinin de mağduriyet kavramı olduğu sonucu ortaya çıkmıştır.
... Öğretmene karşı zorbalığa öğrenciler arasında gerçekleşen akran zorbalığı kadar sıklıkla karşılaşılmasa bile öğretmen zorbalığı son zamanlarda dikkat çeken bir zorbalık türü haline gelmektedir (Benefield, 2004). Öğretmene karşı zorbalık, öğrencilerin her türlü gelişimiyle ilgilenen ve öğrencilerinin güvenliğini sağlamaya çalışan öğretmene karşı yine öğrenci tarafından yapılan zorbalık türüdür (De Wet, 2010). Öğretmene karşı yapılan zorbalıklar arasında fiziki şiddet, tehdit, taciz ve kişisel eşyalarına saldırı gibi davranışlar bulunmaktadır (Matsui, 2005). ...
... In other words, teachers' Living a Calling is predicted to moderate the direct relationship between social interaction anxiety, psychological burnout, self-destructive behaviors, and turnover intention, so the indirect relationships between PTSD from violence victimization, the mediating variables (social interaction anxiety and psychological burnout), and the dependent variables (selfdestructive behaviors and turnover intention) are also predicted to be affected by the variable of Living a Calling. Previously mentioned study findings [79,81] and De Wet's [87] argument regarding teachers' violence victimization support these predictions. We set the following hypothesis regarding the conditional indirect effects of moderated mediation. ...
Based on the Affective Events Theory, Work as a Calling Theory, and related studies, this research examined the moderated mediating effects of Living a Calling and the mediating effect of social interaction anxiety and psychological burnout on the relationships between post-traumatic stress disorder symptoms consequent to violence victimization, self-destructive behaviors, and turnover intention. Data from 420 Korean elementary and secondary school teachers were analyzed using the moderated mediation model. The analysis revealed that post-traumatic stress disorder caused by violence victimization positively affected self-destructive behavior and turnover intention through the sequential mediation of social interaction anxiety and psychological burnout. Further, Living a Calling moderated the indirect effect of violence victimization; the stronger the Living-a-Calling experience, the greater the indirect effect of violence victimization on turnover intention. Additionally, when the sense of Living a Calling was low, post-traumatic stress disorder caused by violence did not significantly affect turnover intention through social interaction anxiety, but contrary to expectations, the stronger the sense of Living a Calling, the more positive the mediating effect of social interaction anxiety. Therapeutic interventions in teachers’ work environment, improvements, and suggestions for future research are discussed.
... ying (name-calling, verbal abuse, giggling at the teachers), direct nonverbal bullying (insolence, imitating teachers' style, inappropriate touching, showing disruptive behaviours) and indirect bullying (non-cooperation, ignoring, making false complaints using parents, spreading false rumours) (James et al., 2008;Kauppi & Pörhölä, 2012b;Mooij, 2011). De Wet (2010 argues that teachers' inability to handle and discipline students, their strict behaviour and the low grade that they give to students are major causes of being bullied by students. College students' sexual advances to particularly young female teachers, threats and defamation on social media are matters of investigation. These issues p ...
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.
... Several empirical studies (De Wet, 2010;Dinkes, Cataldi, & Lin-Kelly, 2007;Dzuka & Dalbert, 2007;Gregory, Cornell, & Fan, 2012;Kauppi & Porhola, 2012;Martinez, McMahon, Espelage, & Anderman, 2016;McMahon et al., 2014;McMahon, Reaves, McConnell, Peist, & Ruiz, 2017;Moon, Morash, Jang, & Jeong, 2015;Reddy et al., 2013;Wilson, Douglas, & Lyon, 2011) have been conducted to explore the prevalence and negative consequences of violence and aggression, broadly conceived of as physical assault, verbal threats, and aggressive damage of property, directed against teachers at schools. Overall, the findings from this body of research suggest that teacher victimization at school is highly prevalent with detrimental impacts on victims' job performance, physical/emotional wellbeing, and connectedness to students. ...
Limited empirical findings suggest that teacher victimization at school is highly prevalent, with detrimental negative impacts on victimized teachers. Given the scarce body of literature on teacher victimization, further research is necessary to investigate its extent, predictors, and negative consequences. The present research, using a representative sample of 1,628 teachers in the southwest region of the United States, indicates a high prevalence of violence and aggression directed against teachers. Also, the research found that teachers’ uncertain and helping/friendly behaviors toward students were significantly related to various types of teacher victimization. Experiences involving the five victimization types (theft/property damage, physical assault, verbal abuse, sexual harassment, and noncontact aggression) are correlated with teachers’ self-reported job performance, student trust, safety at school, and thoughts about quitting. Directions for future research and policy implications are considered in the context of these findings.
... De Wet and Jacobs (2006, p. 62) found that 76.7% of the teachers who took part in their study were exposed to some form of learner-on-educator bullying "at least once or twice a year". While the purpose of De Wet's (2012a) publication on learner-on- teacher bullying is to expose the risk factors for this kind of bullying, an earlier study (De Wet, 2010b) focuses on the influence of this type of bullying on the victims' private and professional (teaching and learning) lives. Despite the fact that work on learner-on-teacher bullying started at the end of the previous century, research on this subsection of workplace bullying in schools has hardly moved beyond the creation of an awareness that learners bully their teachers. ...
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.
Staff victimisation within the teaching ranks is a phenomenon that has not been extensively researched worldwide, and South Africa is no exception. Incidents of teachers victimising each other may have an emotional and psychological impact on both teachers and learners. Regrettably, violence directed against teachers, and more specifically the victimisation of teachers by their fellow colleagues, has been ignored. Employing the qualitative approach and steered by the Socio-Ecological Theory, the article explores teachers' interpretations and lived experiences to identify the most dominant perpetrators of staff victimisation within the teaching ranks and confirm the existence of the phenomenon. Embedded within the interpretive lens, fifteen teachers and one clinical psychologist were engaged through individual face-to-face interviews as reflective practitioners in gathering primary data and developing heightened understanding of staff victimisation. Secondary data was assembled by analysing existing publications and publicly available data, which are relevant to the topic of staff victimisation within the teaching ranks. Through the thematic analysis of the amassed data, the findings of the study confirmed the existence of staff victimisation, and that it occurs at all levels, vertically and horizontally. It was further established from the interviewed participants that the most dominant perpetrators of staff victimisation within the teaching ranks are principals. Post Level One (PL1) teachers were identified as the most vulnerable group of such attacks, suggesting that the teacher-principal relationship is characterised by power and dominance. Grounded on empirical evidence, this article consequently postulates that, amongst other things, administrative support can serve as a practical focal point for school interventions to prevent and mitigate staff-directed victimisation and its mental health consequences.
This quasi-experimental, nonequivalent control group study developed an eight-session post-traumatic growth program for teachers who had experienced violence from students and/or parents and examined its effects on rumination, burnout, and post-traumatic growth. A convenience sample was recruited from 11 elementary schools in Jeonbuk province, South Korea. The experimental group (n = 27) participated in bi-weekly sessions over four weeks, whereas the control group (n = 27) read educational materials on post-traumatic growth during the same period. The experimental group exhibited significantly greater decreases in intrusive rumination and higher post-traumatic growth than the control group. The program could be an effective intervention to assist traumatized teachers.
Purpose
The purpose of this scoping rapid review was to identify and analyse existing qualitative methodologies that have been used to investigate K-12 teachers' lived experiences of adult cyber abuse as a result of student content “going viral” to propose a novel methodological stance incorporating the Australian Online Safety Act 2021.
Design/methodology/approach
A search of Google Scholar was conducted using keywords and phrases related to cyber trauma, teachers, qualitative methods and the Online Safety Act. Inclusion criteria for the review were: (1) published in English, (2) focused on teachers' experiences of online abuse and cyberbullying associated with viral posts and (3) employed a qualitative inquiry methodology. Full-text articles were obtained for those that met the inclusion criteria. Data were extracted and analysed using a PRISMA flowchart and inductive thematic analysis.
Findings
This methodology is considered to be justified, as the eSafety Commissioner's Safety-by-Design principles do not have any legal or regulatory enforceability, whereas the Online Safety Act 2021 provides the Australian eSafety Commissioner an avenue to drive greater algorithmic transparency and accountability.
Research limitations/implications
The findings of this review informed the development of a novel methodological stance for investigating Australian teachers' lived experiences of adult cyber abuse associated with viral posts. It provides a methodological positioning to support trauma informed qualitative research into adult cyber abuse, informed by the work of the eSafety Commissioner and the Online Safety Act.
Originality/value
Cybertrauma is described as “any trauma that is a result of self- or, other-directed interaction with, mediated through, or from any electronic Internet/cyberspace ready device or machine learning algorithm, that results in impact now or the future” (Knibbs, 2021). It may result from the tracking of movement through various mobile phone features and applications such as location sharing, non-consensual monitoring of social media, and humiliation or punishment through the sharing of intimate images online, through to direct messages of abuse or threats of violence or humiliation. These actions are further perpetuated through automated searches, insights and recommendations on social media (i.e. engagement metrics promote memes, Facebook posts, Tweets, Tiktoks, Youtubes and so on). This is a novel methodology, as it not only considers direct cybertrauma but also automated forms of cybertrauma.
School violence is a growing concern globally and schools in South Africa find it difficult to manage the problem of learner behaviour. Despite various educational policies and frameworks developed to prevent school violence, the system continues to fail teachers. Due to violence, schools are no longer safe places for teachers and learners. In South Africa, teachers are regularly exposed to physical violence and verbal attacks by learners. Recent media reports about teachers being attacked by learners clearly show an intent to inflict severe physical harm on the teacher. This qualitative study was conducted in one province in South Africa underpinned by the National School Safety Framework. This qualitative study aimed to understand the lived experience of teachers who had experienced violence against them by learners. The findings revealed that teachers are experiencing social, emotional and psychological trauma. Many teachers cannot perform their duties fruitfully and are constantly anxious to go to school. Emanating from this study, the following recommendations have been proposed: the Department of Education in South Africa should enforce its numerous policies and guidelines to protect teachers against violence. Social and psychological support services should be made available to teachers who have experienced violence. A stricter disciplinary code of conduct should be implemented in all schools for learners.
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.
Teachers experience verbal and physical aggression from a variety of aggressors in schools worldwide. However, most school violence and aggression research is focused on students, with few empirical studies examining teacher aggression from parent offenders. This study investigated the school ecology associated with teachers’ experiences of aggression from students’ parents. We applied and adapted a school climate framework to examine the qualitative survey responses of 450 United States teachers who reported their most upsetting experiences involving parent aggression. Using a directed content analysis approach, teacher victimization was examined through the four school climate domains of safety, academic, institutional environment, and community. Significant socioemotional and physical safety concerns regarding verbal and physical aggression from parents, often related to school discipline practices, were identified. In the academic domain, parent aggression was associated with parent–teacher disagreements regarding grades and services, challenges with administrative leadership, and job stability concerns. The institutional environment domain illustrated where incidents took place, school resources, and policies regarding security and student placement as key factors in parent aggression. Results from the community domain highlighted issues of communication, mistrust, negative attitudes, accountability, diversity, and neighborhood and societal factors. Teacher experiences and exemplar themes provide context and further elaborate upon the school climate framework. Implications for research, school practice, and policy are presented.
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.
The current research aimed at developing a structural model to verify the
relationships and influences between the bullying, burnout, job
satisfaction (JS), coping strategy (CS) and organizational commitment
(OC) among a sample of teachers in Saudi Arabia and Egypt. the
research relied on the correlative descriptive curriculum using the
structural equation modeling method, the study was conducted on a
sample of (455) male and female teachers, and the researchers used
several tools, which are (bullying scale - burnout scale - job satisfaction
scale - coping strategies scale - organizational commitment scale), and
the results stated that bullying has a statistical significant positive effect
on burnout, bullying has no statistical significant effect on coping
strategies, bullying has a statistical significant negative effect on both job
satisfaction and organizational commitment (OC), moreover, burnout has
a significant negative effect on organizational commitment while both
coping strategies and job satisfaction have statistical significant positive
effect on organizational commitment as for coping strategies and for job
satisfaction, the mediation analysis yielded a significant negative indirect
relationship between bullying and organizational commitment through
burnout, job satisfaction also mediated the relationship from bullying to
organizational commitment (OC) with a significant negative effect,
finally, the indirect relationship between bullying and organizational
commitment (OC) through coping strategies is insignificant.
Keywords: Bullying - Burnout - Job satisfaction - Coping Strategies
- organizational commitment.
This paper reports on findings from a qualitative content analysis on South African English newspapers’ depiction of learner-on-teacher violence, and the effects thereof on the victimised teachers’ private and professional lives, as well as teaching and learning. Lindner’s humiliation theory underpins the study theoretically. The author uses a relational lens to focus on the destructive, humiliating relationship between teachers and learners in schools where learner-on-teacher violence is problematic. SA Media is the databank, and the data source is 57 newspaper articles that report on the incidence of learner-on-teacher violence. The findings indicate that newspapers depict learner-on-teacher violence as the physical, verbal, sexual and psychological abuse and humiliation of teachers. The analysed newspapers highlight the physicality and humiliating nature of attacks against teachers. The study finds that the disintegration of teaching and learning and the degradation of teachers’ private and professional lives are serious negative effects of learner-on-teacher violence in schools where violence is rampant. An important and recurring discourse in the newspapers’ construction of teachers as disempowered, humiliated and vulnerable individuals is that learners’ rights in South Africa supersede teachers’ rights. The study highlights the important role newspapers play in informing the public, education and community leaders and policymakers about learner-on-teacher violence as a serious problem that must be addressed.
This research aims to reveal the effects among teacher victimization, mobbing and faculty trust by constructing a structural equation model. The data were collected from 1144 teachers working in the Sanliurfa province of Turkey by cross-sectional surveying with a form prepared online that consisted of questions regarding demographics, multidimensional teacher victimization scale, the mobbing scale, and the omnibus t-scale. The results showed that mobbing affects teacher victimization and faculty trust, teacher victimization negatively affects faculty trust. It is concluded that mobbed teachers think that they are victimized by the faculty and they lose their trust in the faculty.
Recently, South Africa has seen a surge in violence, cyberbullying by learners against peers, and online malicious acts against teachers. In response, the South African Department of Basic Education invited the social crime prevention police to intervene. This study reports on the developmental issues contributing to cyberbullying and the police response to this violence in rural schools. An extensive literature review was conducted, and a conceptual framework was developed to guide the study and development of a mobile application. This framework was tested using data collected from focus groups, 8 police officers, 9 teachers, 52 grade-10 learners, and 27 grade-12 learners. The data were analyzed using thematic and quantitative techniques. The findings reveal some developmental issues. For instance, teachers are often targeted by learners online because they fail to take prompt action when learners report cyberbullying incidents. This finding is consistent with the developmental theory which predicts that lack of support would create a permissive context for cyberbullying. In addition, the popularity of cyberbullying has a stronger influence on older, rather than younger, adolescents. Older adolescents are more concerned about gaining popularity than being socially accepted. Recommendations are made which can be useful to schools, learners, and the police force in their fight against cyberbullying.
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.
The current study took a cross‐cultural perspective in understanding the phenomenon in which teachers are bullied by students, comparing Chinese and U.S. teachers. The survey examined Chinese (n = 154) and U.S. (n = 61) teachers' experiences of being bullied by students or witnessing other teachers bullied by students in the past year. Approximately one‐third of teachers in both China and the United States reported being the target of student bullying, with relational and verbal bullying the most commonly reported types. More U.S. teachers experienced physical bullying than Chinese teachers, whereas more Chinese teachers experienced sexual bullying than U.S. teachers. U.S. teachers were more likely than Chinese teachers to report that their school had a bullying policy and that they had reported bullying behavior to school administrators.
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.
Complex manifestations of power, as complex as the nature of power itself, are clearly at play in workplace bullying. Hutchinson, Vickers, Jackson and Wilkes (2010b, p. 25) warn that reliance on “commonly accepted assumptions and frameworks about workplace bullying have provided limited insight into the phenomenon, while potentially masking inappropriate manifestations of power within institutions”. As the scholarship of workplace bullying and harassment moves forward, so too does the realization that critical perspectives of both power and culture and their reproduction are essential in order to successfully challenge bullying in the workplace. Recent scholarship in the field has led to much deeper understanding of the inherent complexity of power dynamics in bullying (Branch, Ramsay, & Barker, 2013; D’Cruz & Noronha, 2013; Einarsen, Hoel, Zapf, & Cooper, 2011). This critical perspective is necessary in order to analyse the complex, relational and mutually constitutive nature of power that is present in workplace bullying. Bullying is not an individual problem; it stems from the types of exercises of power that are learned, facilitated and legitimated in the culture of the workplace. Individuals and organizations are producers, consumers and reproducers of power together. To separate these in attempting to understand bullying is futile, as both are deeply interwoven and interdependent. This chapter will examine the theoretical basis of power and its role in workplace bullying.
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.
Bullying is a serious problem in South African schools. The present study proposes a whole school approach where parents, teachers and educational psychologists are involved in creating a healthy positive environment for child development. This research was a phenomenological, descriptive, qualitative study. It started with a literature review of the most important aspects of the study. The empirical study consisted of an open question about how the different participants in the study, namely teachers, parents and an edu cational psychologist, deal with the issue of bullying in schools to see whether a whole school approach was appropriate to deal with the problem. The participants were purposively selected from three schools. Interviews were conducted with one open ended question using an interview schedule with probes. The responses were transcribed and categories and sub themes were identified through open coding. The research findings indicate that teachers and parents needed more information and training in dealing with bullying. Workshops, training and guidance from educational psychologists could be options. Educational psychologists could contribute to school policy and the code of conduct of the school. It is suggested that stakeholders in the school context should work together in curbing the problem of bullying. By supporting each other stakeholders could make a difference in the lives of bullies and victims of bullying, not just in the present, but also in their lives as adults.
This instrumental case study reports on the unique experiences of a secondary school teacher who was a victim of learner cyberbullying. This teacher experienced severe emotional distress, family stress, anxiety, anger, intense humiliation and loss of dignity as a result of cyberbullying. On a professional level he felt unsupported by his teachers’ union, school management team and teaching authorities. Support from his family, his community and the opportunity to share his experience with other teachers influenced his resilience positively while taking action made him feel like a role model for other teachers. This study highlights the effects of aggression in schools and raises concern about school climate and the need for social emotional competence programmes for learners.
ResearchGate has not been able to resolve any references for this publication.