Relationship between teachers perceptions of mobbing and their problem solving skills

Abstract

The purpose of this study is to determine the relationship between classroom teachers' perception of mobbing phenomenon and their problem solving skills. The sample of the study is composed of 208 classroom teachers working in the primary schools in the Osmangazi district of Bursa during the 2013-2014 educational year. The data required for the study was collected using a data collection tool, with the first section, the Personal Information Form; the second section, the “Negative Acts Questionnaire (NAQ)”; and the third section, the Problem Solving Inventory. According to the findings obtained, the teachers' perceptions of mobbing phenomenon were at “Never” level; no significant differences were found according to the variables of gender, marital status and educational status; however, a significant difference was found according to the variable of age. The teachers' problem solving skills were at low level. It was determined that the teachers' problem solving skills did not differ according to the variables: gender, marital status, age and educational status. It was also determined that there was a low level of significant relationship between the teachers' perceptions of mobbing phenomenon and their problem solving skills. Key words: Mobbing, problem solving skills, classroom teacher.