Families’ and teachers’ knowledge and views on peer bullying in schools
Abstract
The article comparatively describes the knowledge and opinions of teachers (41), working in various schools in the Turkish Republic of Northern Cyprus (TRNC), and families (41) whose children attend these schools, regarding peer bullying, and offers suggestions to address the issue. A mixed-method approach was used, and an interview form was prepared. Structured forms were used to collect quantitative data, and descriptive statistics were applied to analyze them. Statistical analysis of the quantitative data was conducted using SPSS 24.0 software, and the findings were presented in tables and interpreted. In the qualitative part of the study, data were collected through indepth interviews with teachers based on a semi-structured question. The findings confirm that both teachers and families perceive peer bullying as a serious problem that must be ad- dressed. The participating teachers generally believe that bullying originates from family-related issues. The results confirm that peer bullying represents a serious threat in schools in the TRNC and that, although teachers and families possess sufficient knowledge on the subject, they fail to prevent the problem. Bullying, which today seriously affects our society and poses a threat to the future, must be addressed starting from the family, which is the fundamental pillar of society. Support efforts must be made in various areas of society in relation to this issue.
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