Akademik Veri Yönetim Sistemi
HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, cilt.33, sa.2, ss.439-459, 2018 (ESCI)
Peer bullying experienced by children and the methods of intervention are important for the child's social development. The purpose of this research is to examine the views of the teachers about peer bullying and their coping strategies with it. Data were collected using a semi-structured interview questionnaire consisting of 8 preschool teachers, 8 classroom teachers, 6 school counselors and 8 middle school branch teachers through convenience sampling in the study. The data obtained from the study were grouped by the researchers using the content analysis method. As a result of the research, it has been seen that most of the teachers describe peer violence as "pressure that peers show to each other". While pre-school and classroom teachers stated that they experienced the most physical bullying in their classes, it was seen that middle school branch teachers stated that they had the most verbal bullying in their classes. In addition, most teachers have stated that there are no school policies to prevent peer bullying.