Teachers' perceptions of bullying in the junior years of primary education

Abstract

The main aim of this study was to investigate Junior Years' teachers' awareness of the bullying phenomenon, and the extent to which they consider the problem of bullying in their schools a serious one. This study also attempted to identify teachers' perceptions on different aspects of bullying. A sample of 400 teachers teaching within the Junior Years of Primary education (Grades 4 to 6), were chosen at random from both the Church and the State school sectors. The main tool for this quantitative study was a self-administered questionnaire. Moreover, a small number of face-to-face semi structured interviews were also conducted. Results show that Junior Years teachers are willing to intervene if they are aware of bullying incidents. However, further findings indicated that their awareness is limited and that they tend to underestimate the seriousness of this problem in their schools. Hence, despite teachers' willingness to take immediate action against bullying, they may lack the skills to recognise the presence and understand the seriousness of the incidence of bullying. Thus, future actions against bullying should not only raise children's awareness against bullying, but teachers must be provided with the necessary training in order to develop the knowledge and indispensable skills required to address the problem of bullying.