Özet:

This study was conducted to determine the role of school climate and perceived emotional abuse from teachers in explaining peer bullying in adolescents. The study group of the research, which was designed using a predictive correlational model, consisted of 260 female and 136 male students totaling 396 secondary school students. Personal Information Form, Peer Bullying Determination Scale Adolescent Form, Perceived Teacher Behavior Scale and School Climate Scale were used to collect data. Pearson product-moment correlation coefficients were calculated to determine the relationship between the variables, while multiple regression analysis was applied to determine the predictors of peer bullying. According to the results of the research, a significant negative relationship was found between the perceived school climate and the students' bullying and victimization. A significant positive relationship was obtained between perceived emotional abuse from the teacher and the status of being a bully and a victim. Additionally, a significant negative relationship was found between perceived school climate and perceived emotional abuse from the teacher. According to the results of multiple regression analysis, a significant effect of school climate and perceived emotional abuse from the teacher was found in predicting the bullying status of the students, while only a significant effect of emotional abuse perceived from the teacher was found in the case of being a victim. The findings were discussed in the light of the relevant literature and various suggestions were made, such as conducting more studies with school stakeholders who are seen to have an important role in combating and preventing peer bullying.

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