A secondary school teacher’s experiences as a victim of learner cyberbullying

Bester, Suzanne; Plessis, Annelize du; Treurnich, Janetta M.

doi:10.1080/18146627.2016.1269608

Cited by 9 publications

(24 citation statements)

References 26 publications

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“…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, 2010quantitatively: Kauppi & Pörhölä, 2012a, 2012b, among students (quantitatively: James et al, 2008) and also carried on via social media (qualitatively: De Wet, 2019).…”

Section: Introductionmentioning

confidence: 99%

Description Of Teachers’ Experiences On Being Bullied By Students

Kõiv¹

2020

European Proceedings of Social and Behavioural Sciences

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The present study examined attitudes, nature and effect of teacher-targeted bullying by students that differentiated teachers as victims of student and student/adult bullying in school settings. A total of 395 teachers as three-stage cluster sampling in Estonia completed a self-reported measure to determine the victim-categories (victims of student bullying n=77; victims of adult bullying n=17; victims of student/adult bullying n=49; and non-victims n=250), whereby teachers with victimization experiences of student bullying were included into this study. The descriptive analysis of self-reported survey revealed that: (1) lack of positive values toward the teacher-targeted bullying (TTB) in the community and public level, and severe physical and indirect ongoing forms of TTB were more prevalent among teachers with student/adult victimization experiences compared with TTB victimization group of teachers; (2) active discipliningpunitive ways and exclusion for managing to stop the TTB were more frequently described by student/adult victims compared with passive ways of lowering academical expectations toward student performance as ways of handling TTB among victims of student bullying; (3) less school-based and personal networking support was available for teachers with student victimization experiences compared with teachers as victims of student/adult bullying, whereby the characteristics and reasons why pupils carry out TTB were generally the same for both study groups. Results from the study suggested that the single-and multi-target TTB victimization experiences for teachers in terms of specific attitudes, nature and effects to the TTB may play a role in teacher-targeted bullying from pupils.

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Section: Introductionmentioning

confidence: 99%

Description Of Teachers’ Experiences On Being Bullied By Students

Kõiv¹

2020

European Proceedings of Social and Behavioural Sciences

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“…There have been studies investigating the effect of cyberbullying (Bester et al, 2017;Minor et al, 2013;Smith 2007). The current study found online forms of SBT occur at a much lower rate (38.4%) when compared to inperson bullying (85.1%).…”

Section: Discussionmentioning

confidence: 99%

“…This result does not imply the importance and possible impact of online bullying should be ignored, however. Cyberbullying is a growing trend, and the guarantee of anonymity reduces the risk of engaging in these behaviors (Bester et al, 2017;Minor et al, 2013). Cyberbullying can also feel more invasive, where it becomes more difficult to hide and escape from the bully.…”

Section: Discussionmentioning

confidence: 99%

“…Beyond consistencies and inconsistencies, other studies have attempted to highlight prevalence of different forms of bullying often ignored in SBT studies such as cyberbullying (Bester, Du Plessis, & Treurnich, 2017;Minor, Smith 2007) and sexual harassment (James, et al, 2008, Lahelma et al, 2000May & Tenzek, 2017;Mooij, 2011;Robinson, 2000). In this age and time, cyberbullying is a major player in the realm of bullying especially considering the increase in usage of electronic devises in the classroom and, of course, the sudden surge in distance learning due to the COVID-19 pandemic.…”

Section: What We Know About Sbtmentioning

confidence: 99%

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Student Bullying of Teachers in California Public Schools

2020

JEP

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Student Bullying of Teacher (SBT) has gotten increased attention in research but has yet to be recognized by the public or politicians. The American Psychological Association (APA) put together a task force to study and bring awareness to SBT more than a decade ago found nearly 80% of teachers experience bullying. The current study aims to document the prevalence of SBT in the state of California a decade after the APA study. The present study used an SBT survey, a self-constructed survey based on previous studies. The SBT survey asked participants about their experience of SBT and how they reacted to being bullied. A total of 268 public school teachers in California participated in the study. The study found 85.1% (n = 228) of the teachers experienced in-person bullying and 38.4% (n = 103) experienced eletrocic forms of the bullying. Teachers reported reduced expectations and student engagement due to SBT. Majority of the teachers believed schools, school districts, and parents were not supportive of teachers when addressing the topic of SBT.

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“…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.…”

Section: Introductionmentioning

confidence: 99%

Victimized Teachers’ Experiences About Teacher-Targeted Bullying by Students

Kõiv¹,

Aia-Utsal²

2021

Psychological Applications and Trends

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"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."

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A secondary school teacher’s experiences as a victim of learner cyberbullying

Cited by 9 publications

References 26 publications

Description Of Teachers’ Experiences On Being Bullied By Students

Description Of Teachers’ Experiences On Being Bullied By Students

Student Bullying of Teachers in California Public Schools

Victimized Teachers’ Experiences About Teacher-Targeted Bullying by Students

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