Student-to-Teacher Bullying among PE81 Teachers in Vocational High Schools: An Investigation of Experiences, School Climate, and Psychosocial Effects

Abstract

The aim of the present study is to investigate the experiences of student-to-teacher bullying among PE81 teachers, as well as to examine the relationship of this phenomenon with classroom climate, administrative support, and its psychological and professional impacts on teachers. The sample consisted of 100 teachers who voluntarily participated in an anonymous online survey. Data were collected using a structured Likert-type questionnaire. Statistical analysis was conducted using the SPSS software package and included descriptive statistics, reliability analysis using Cronbach’s alpha, Pearson correlations, independent samples t-tests, and one-way analysis of variance (One-Way ANOVA). The results indicated that teachers experience a moderate level of bullying behaviors from students, while these experiences are associated with psychological and professional impacts. At the same time, administrative support appears to function as a protective factor, whereas differences were mainly observed in relation to employment status, age, and years of teaching experience. The findings highlight the need to strengthen support for teachers and to develop targeted interventions aimed at improving the school environment, while also emphasizing the need for further investigation of the phenomenon.