Özet:

The aim of this research is to examine teachers’ cyberbullying awareness level of students’ cyberbullying/cyber victimization experiences and online technologies self-efficacy in terms of various variables and to determine the relationship between teachers’ cyberbullying awareness level and online technologies self-efficacy. The research was conducted with 486 teachers at secondary and high schools in Silivri, İstanbul. At the research carried out by relational scanning and ex post facto models, Personal Information Form, Teachers’ Cyberbullying Awareness Scale and Online Technologies Self-Efficacy Scale were used to collect data. Data analysis was done using descriptive statistics, parametric and nonparametric tests and Pearson Correlation Technique. Teachers’ cyberbullying awareness level is fairly high. There is a significant difference in terms of variables such as gender, attending an occupational development seminar on cyberbullying, being targetted at cyberbulling and witnessing cyberbullying in their social environment. Teachers’ online technologies self-efficacy scores are also high. There is a significant difference in terms of variables such as gender, field of study, seniority, having a child, having a social media account, connecting to internet via mobile phone,  internet use frequency out of work, daily time spent on internet out of work and witnessing cyberbullying in their social environment. There is low-level, positive, meaningful correlation between  cyberbullying awareness level and online technologies self-efficacy. 

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