Towards a Safe School Climate": the Knowledge and Attitudes of Teachers towards Bullying and Bullying Prevention

Abstract

Bullying is an escalating worldwide problem that can manifest in any educational institution. Bullying can be defined as a repetitive and deliberate act of causing harm within a personal relationship characterized by an unequal distribution of power. The study aims to assess Arabic teachers' perspectives on bullying and their comprehension of its diverse manifestations and consequences. The research was carried out in Hail City, specifically in primary schools, with the participation of 51 Arabic teachers. Using questionnaires to measure attitude and knowledge along with demographic information, the researcher determined 5 main hypotheses assuming that attitude and knowledge of bullying will be correlated, teachers' experience will affect their knowledge and attitude, gender will affect attitude and finally, teachers' attitude is significantly predicted by teacher's knowledge, experience, and educational level. The current study examined the relationship between understanding bullying and attitudes towards it. Moreover, the study unveiled that female educators demonstrate more positive attitudes towards bullying. Furthermore, there is a notable correlation between the level of experience among teachers and the positivity of their attitudes, indicating that greater experience is associated with more favorable attitudes. No discernible influence was detected for any other variables on either the level of awareness regarding bullying or the attitude toward it. The viewpoints of educators toward bullying and their degree of comprehension have a substantial influence on the welfare of both individuals who engage in bullying and those who are targeted by it. To rectify misunderstandings regarding bullying and foster a more thorough comprehension inside educational institutions in Saudi Arabia, it is crucial to execute multiple interventions.