Exploring Teachers' Perceptions of Bullying and Intervention Strategies in Secondary Schools: A Phenomenological Inquiry

Abstract

The study uses a qualitative research approach following a phenomenological research design. The study aims to explore secondary school teachers' perspectives on bullying, the intervention strategies they use and the challenges they face when intervening with those strategies. This study pursues developing an in-depth understanding of teachers' experiences of bullying, their perceptions of different types of bullying, and the strategies they use to intervene and detect bullying. Nine secondary school teachers were selected who met the selection criteria through purposive sampling. The data were collected using semi-structured interviews through a self-developed interview guide. Interviews were audio-recorded with the consent of the participants. Data were analyzed using reflexive thematic analysis, which involves developing important themes derived from the data to answer the research questions. The themes extracted from the data were conceptualizing bullying as systematic harmful behavior, the evolution and technological transformation of bullying, immediate response strategies, comprehensive long-term prevention and intervention strategies, and creating inclusive and supportive school cultures. The findings of the study suggest that the teacher role should also include the early detection and intervention of bullying. This research provides greater insight into teachers' experiences and reactions to bullying with implications for better training, school policy, and support systems within secondary schools. This research emphasizes the need to recognize and support the complex, emotionally demanding work that secondary school teachers perform daily in establishing positive, safe, and supportive learning environments where all students can succeed. Educational policy should require schools to implement research-based anti-bullying programs that address prevention and intervention, including features for cyberbullying and frequent, continuous effectiveness assessment.