Teachers Bullied by Students: Forms of Bullying and Perpetrator Characteristics

Abstract

The focus of this study is on the forms in which the bullying of school teachers by students manifests itself, the characteristics of the students who engage in the bullying, and the manner in which the students who engage in bullying behave in their own peer relationships. The data was gathered from primary and lower secondary school teachers by means of an Internet survey. The answers of 70 teachers who had experienced bullying by their students are examined. The teachers had been exposed to different forms of bullying by students. They had typically been bullied by male students. In most cases, the bullying had been perpetrated by an individual student or a small group of students. According to the teachers' assessment, the majority of the students who bullied them also bullied their fellow students.

Specifics of Cyberbullying of Teachers in Czech Schools - A National Research

“…The classification given above was created on the basis of the analysis of more than 500 cases of cyber-attacks against the teachers and was recorded online by the Centre for Prevention of Risky Virtual Communication at the Palacký University in Olomouc from 2010 to 2016. Similar classification is also used by the researchers from European countries and also in the USA GEW, 2008;Kauppi and Pörhölä, 2012b;Lipsett, 2009;Pearson, 2014;Posnick-Goodwin, 2012).…”

“…The study also points out that if teachers are bullied, they most often look for help from their colleagues (50%), school management (21.4%) or their partner (11.4%). Kauppi and Pörhölä also attempted to find out what forms of bullying teachers face (Kauppi and Pörhölä, 2012b). From the group of respondents the researchers separated the 70 teachers who were victims of bullying, and analysed what forms of bullying they were exposed to.…”

Šolska klima kot napovedovalec nasilja

“…Glavna razlika v definiranju nasilja med učenci in nasilja nad učitelji se nanaša prav na zadnji kriterij oziroma na nesorazmerje moči. Ko gre za vrstniško nasilje, različne socialne okoliščine lahko pripeljejo do tega, da ima ena oseba večjo moč nad drugo ter jo uporablja, da bi opravljala nasilje nad to osebo, v odnosu učiteljev in učencev pa je moč samoumevno v vlogi učiteljev (Kauppi in Pörhölä, 2012). Vendar pa obstajajo določene okoliščine, ki učiteljem onemogočajo uporabo moči, zaradi česar se odnos moči včasih prevesi v korist učenca.…”

“…Vendar pa obstajajo določene okoliščine, ki učiteljem onemogočajo uporabo moči, zaradi česar se odnos moči včasih prevesi v korist učenca. V takšnih situacijah se učitelji lahko počutijo, kot da se ne morejo ubraniti nasilja, čeprav njihov položaj v šoli predpostavlja avtoriteto nad učenci (Kauppi in Pörhölä, 2012). 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). Učitelji so v šolah najbolj pogosto izpostavljeni telesnemu, verbalnemu in socialnemu nasilju.…”