Students Bullying toward Teachers and Teacher Self-Efficacy Beliefs

Abstract

This study aims to investigate bullied and non-bullied teachers by their students in terms of teacher self-efficacy beliefs, which is an important variable for the teaching profession. The participants of the study were 540 volunteer teachers teaching in the 6th, 7th, and 8th grades of junior high and high schools. The teacher self-efficacy scale and a questionnaire were used as data-collection instruments. When the scores obtained from the teacher self-efficacy scale of teachers were compared, a statistically significant difference was found in favor of the non-bullied group. Following this analysis, the scores of bullied and non-bullied teachers on the three subscales of teacher self-efficacy scale were compared and significant differences were determined on student engagement, instructional strategies, and classroom management sub-scales of the teacher self-efficacy scale in favor of non-bullied teachers.