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 literatureintention, 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 componentsrecognition 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.
"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."
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.