Abstract
<p>In recent years, cyberbullying, which can be considered as a new form of bullying, has emerged as a result of developments in the field of technology and communication. Cyberbullying has become a social problem which has affected individuals’ lives negatively. The key to success in the elimination of cyberbullying and its negative effects lies in cyberbullying sensitivity. The present study aims to analyze teachers’ cyberbullying and cyber victimization experiences and levels of cyberbullying sensitivity based on some variables which are supposed to develop awareness regarding cyberbullying. Using survey as a research model, the present study focused on 346 teachers working at schools affiliated with Ministry of National Education in Tasova District located in Amasya (Turkey). “Personal Information Form”, “The Revised Cyberbullying Inventory for University Students” and “Cyberbullying Sensitivity Scale” were used as data collection tools. SPSS package program was used for data analysis and frequency and percentage values of demographic variables. Independent T test was used for gender and marital status variables, and One-Way ANOVA test was used for age and level of education variables. The findings of the present study revealed that most of the participants used social media websites actively and spent at least 2 or 3 hours on these websites on a daily basis. Teachers usually have a Facebook and/or Instagram account, and benefit from social media for research purposes and playing games. It can be stated that teachers have a significantly high level of cyberbullying sensitivity. However, it was also indicated that even though participants worked as a teacher, they still did cyberbully and suffered from cyber victimization in the past. While a significant difference was observed only in the dimension of cyber sensitivity in terms of marital status, age and level of education, a significant difference wasn’t observed in the dimensions of cyberbullying, cyber victimization and cyber sensitivity in terms of gender.</p>
Highlights
Technological developments continue to shape today’s world rapidly
The present study try to analyze teachers’ cyberbullying and cyber victimization experiences and levels of cyberbullying sensitivity based on some sociodemographic variables which has been expected associated with cyberbullying
As for marital status variable, while teachers’ level of cyberbullying sensitivity significantly differed in favor of married teachers, no statistically significant variables were observed in terms of cyberbullying and cyber victimization
Summary
Technological developments continue to shape today’s world rapidly. Nowadays, young generations prefer rapid and user-friendly mass communication tools instead of conventional communication devices (Derks, Fischer & Bos, 2008). Sam et al (2018), tried to determine the extent of cyberbullying among students in Ghana, its consequences on victims, and the characteristics of the victims, and revealed that almost all participants had previously experienced some form of cyber bullying It can be understood from previous studies that individuals in all age groups may face or do cyberbullying from their early childhood to adulthood. Since existing studies on cyberbullying have often focused on children and students, the present study takes a different approach and deals with teachers’ cyberbullying and cyber victimization experiences as well as their level of cyberbullying sensitivity in terms of various variables as they are socially supposed to develop awareness regarding cyberbullying. Do teachers’ experiences of cyberbullying, cyber victimization and levels of cyberbullying sensitivity significantly differ in terms of age?. Do teachers’ experiences of cyberbullying, cyber victimization and levels of cyberbullying sensitivity significantly differ in terms of level of education?
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