Abstract:

Teachers play an important role in the fight against fellow harassment that is widely seen in schools. The interactions of teachers with students, the ways in which they deal with harassment events, are an influential factor on the experiences of school harassment of students. In this study, the classmates were trying to identify the strategies they used in dealing with fellow harassment and the difficulties they encounter in relation to it. The study included a total of 102 fourth-class teachers, including 69 (67.6 percent) women and 33 (32.4 percent) men. A survey of open end questions was developed by researchers to determine the strategies that teachers used in dealing with fellow harassment. In the study, teachers can talk to students about the outcome of the harassment in order to cope with harassment, build empathy, communicate, apologize for harassment, practice activities, etc. It has been found that they use direct constructive strategies toward both torture and victim students; constructive indirect strategies such as going to family cooperation, informing the family, applying to expert opinion; punitive direct strategies toward torture students, such as punishing, changing place, warning and compensating the damage, and punitive indirect strategies for neglecting. When the results of the difficulties faced by teachers in preventing fellow harassment were studied; the family did not accept this situation and did not support the teacher, the environment in which the child lived, the student's harassment hidden, the teacher's difficulty in identifying the harassment, the child's normal reception to the violence, the family, the environment, the teacher and the student-based difficulties were found.

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