Teachers’ experiences with student bullying in primary schools

The purpose of this study was to investigate teacher experiences with student bullying. This project did base on a qualitative and phenomenology approach. It also has been done to identify the cognition and experiences of thirteen teachers in Elementary school who had been selected based on purposeful sampling and evidence. (A model teacher who has had the experience of dealing with bullying students). A semi-structured interview was carried out and the process of sampling lasted until getting a piece of new information. For analyzing data of interviews, a categorized and codification approach was used. Teacher’s experiences and cognition of the teaching process were examined in three main categories. (Teacher’s Experiences with Student Bullying; Interventions; and Professional Development and Participation in the Development of Policy). According to the results, Information gathered from the interviews revealed that teachers thought bullying was a serious issue for schools because it can affect students from different aspects and it was important to know and recognize bullying when it happens. Moreover, Teachers said that bullying can happen in different forms including physical, verbal, emotional, and psychological. They said socialization, interactions, and the developmental changes elementary school students go through tend to compound bullying. Teachers knew how to deal with student bullying and their information about that can lead us to understand the student bullying process and how to end these problems at the right time and place.

کلیدواژه ها:

teacher’s experiences ، bullying ، students ، primary schools