Abstract—Schools are among the most stressful ecologies
because of the nature of learning. The most typical reflection of
this is mobbing. Mobbing, which has the potential to destroy
schools' effectiveness and efficiency, also affects teachers'
performance adversely on an individual basis. Teachers'
awareness and perception of mobbing is critical for fighting
against it.
The purpose of this study is to determine the meanings
teachers ascribe to mobbing and the behaviors that they are
exposed to and then to assess these within literature. The study
was carried out on 44 teachers working in Elazig, Turkey. For
the study, which is qualitative research, the data were collected
via open-ended interview forms and then these data were
analyzed using content analysis. In order to support this
analysis, descriptive statistical techniques were employed as
well. The results obtained from the analysis are as follows: The
meanings that the teachers in the study ascribe to mobbing are
generally similar to those in literature, except for some. They
usually describe mobbing as a continuous psychological
harassment, oppression and violence against employees.
Leymann (1993) identified 45 different behaviors related to
mobbing. The number of behaviors that are considered as
mobbing by the teachers in the study is 12. These 12 different
behaviors can be considered as a mobbing perception frame of
teachers in Turkish culture.
Index Terms—Mobbing, mobbing at schools, teachers'
mobbing perception.
Çetin Tan and Yasin Aktaş are with the Turkey Fırat University, Turkey
(e-mail: cettan889@hotmail.com, yaktas@firat.edu.tr).
Esra Nur Akpunar is with Atatürk University, Turkey (e-mail:
esranurakpinar@gmail.com).
Cite: Çetin Tan, Yasin Aktaş, and Esra Nur Akpunar, "Teachers' Mobbing Perception: A Qualitative Analysis," International Journal of Information and Education Technology vol. 7, no. 10, pp. 768-771, 2017.