期刊名称：International Journal of Eurasia Social Sciences
印刷版ISSN：2146-1961
出版年度：2018
卷号：34
页码：1-21
出版社：Avrasya Değerler Eğitimi Derneği
摘要：This study is intended for identification of mobbing behaviors that teachers experience at
schools, the underlying reasons for mobbing, their consequences and persons imposing mobbing
and for introduction of solutions in line with teachers’ opinions in order to avoid mobbing
behaviors. This study is a case study that addresses case- specific factors in qualitative research
by means of an integrated approach. The study group is composed of 37 teachers that worked in
Kilis during the 2013-2014 school year. During the research, a semi-structured interview method
has been adopted among others. Descriptive, content and frequency analysis methods have been
applied for data analysis. ATLAS.ti 6 package programme has been used for data analysis. Based
on the comments from teachers, the most common mobbing behaviors inflicted upon them at
schools are: disregarding ideas and opinions, talking behind someone’s back, interrupting and
ignoring him/her usually. It has been determined that school administrators are the most
common persons imposing mobbing. Meanwhile, the impact of mobbing on teachers is: reduced
commitment to the school, unhappiness, lack of confidence in the school and depression.
Throughout the research, it has been revealed that the underlying reasons for demonstrating
mobbing behaviors are: the administrator’s concern for losing his/her authority, his/her ambition
for acknowledgement of his/her demands and the political and union factions at the school. In
order to prevent mobbing behaviors at schools, administration should be merit-based, the
administrators should receive in-service training for management of human relations and they
should be aware of the legal rights of the teachers under such circumstances.
