Differences in the Perception of the Victim and the Perpetrator in the School Context: An Analysis Based on Teacher Age and the Emotions Triggered by Cyberbullying.

Abstract

The objectives of this study are to determine whether there are differences among teachers—young adults and middle-aged adults—regarding their perceptions of the characteristics associated with the victim and the perpetrator, the intervention strategies adopted in response to bullying and cyberbullying situations, and to identify the training needs of both groups; furthermore, a qualitative analysis seeks to identify the primary emotions teachers experience when confronted with the phenomenon of cyberbullying.

The results of the quantitative analysis show significant differences among teachers regarding the characteristics associated with the victim and how they should respond to a case of cyberbullying, although no significant differences were observed in the characteristics associated with the perpetrator. From the qualitative analysis, we can conclude that teachers experience and are negatively affected by bullying and cyberbullying, which can impact their emotional well-being and teaching quality.

The results of this study continue to highlight a clear lack of standardized and regulated training aimed at improving prevention measures and safeguarding teachers’ mental health.