INVESTIGATING OF TEACHERS’ THOUGHTS ABOOUT PEER BULLYING IN SCHOOLS

Abstract

The aim of this study is to examine teachers' opinions about peer bullying. In this context, teachers' opinions about the definition of peer bullying, in which areas peer bullying occurs in schools, how victims are affected by peer bullying, the causes of peer bullying and the measures implemented in schools against peer bullying were investigated. In this research, where a qualitative approach was followed, the phenomenology model was used. The study group of the research consists of 11 teachers working in different branches and levels in public schools. The data collected through semi-structured interviews were analyzed using the content analysis technique. According to the findings, all of the participants observed peer bullying in the schools where they worked. Teachers define peer bullying as a child using physical violence against another child, a child using verbal/psychological violence against another child, and students of the same age swearing at each other. Findings show that students exposed to peer bullying often become withdrawn. It is understood that peer bullying in schools often occurs during breaks and in areas where teachers have no control. It has been determined that the reasons that affect and increase peer bullying are family, financial inequality, school discipline and spending time on the internet, respectively. It was concluded that the measures taken in schools against peer bullying were guidance services, one-on-one conversations with students, meetings with families and warnings, respectively.