An Empirical Study of Junior High School Teachersʼ Perceptions of Bullying Victimsʼ Responsibility: Focusing on Their Self-Image as Teachers

Abstract

　The purpose of this paper is to clarify empirically which teachers have the perception that “the victims of bullying are also responsible” - in other words, “perceptions of bullying victimsʼ responsibility” - by focusing on their self-image as teachers. The following three findings were obtained from an analysis of data derived from a questionnaire survey of junior high school teachers.

　First, teachers who have a strong self-image as “cheerful and friendly” are more likely to have “perceptions of bullying victimsʼ responsibility,” whereas teachers who have a strong self-image involving “expertise and sincerity” are less likely to do so. Second, teachers in the latter group are more likely to have “perceptions of bullying victimsʼ responsibility” as they get older, while teachers who are younger are less likely to have these perceptions. Third, when teachers who strongly identify themselves as “cheerful and friendly” are victims of bullying or harassment by students, their “perceptions of bullying victimsʼ responsibility” decrease, while when teachers who have a strong self-image involving “expertise and sincerity” are victims of bullying or harassment by students, their “perceptions of bullying victimsʼ responsibility” increase. Based on the above three findings, this paper derives both academic and practical implications.

　The academic implications of this study are its detailed clarifications of various aspects of teachersʼ “perceptions of bullying victimsʼ responsibility,” which have not been the subject of much research until now. In addition, by referring to the framework of teacher identity theory, this study also contributes to clarifying the impact of teachersʼ self-image as teachers on their perceptions of educational issues and their understanding of human relationships among students, as well as the side effects of this self-image. This study shows that teachersʼ professional identity can affect their perceptions and views on education, a finding considered a clear contribution to the development of teacher identity theory.

　One practical implication is the possibility of contributing to teacher training. This study reveals that teachersʼ self-image affects their “perceptions of bullying victimsʼ responsibility,” and that these perceptions also change depending on the teacherʼs age and whether or not they have experienced being bullied or harassed by students in the past. Based on the results of this analysis, it is possible to prevent teachers from consciously having “perceptions of bullying victimsʼ responsibility” through anti-bullying training and other measures.

　As a future issue, it is necessary to verify whether similar analysis results to those in this paper can be obtained in surveys of junior high school teachers nationwide. There is also room for verification as to whether the findings obtained in this paper can be confirmed in teachers of other school types, such as elementary and high schools. It is also necessary to clarify the process by which the specific self-image as a teacher is linked to “perceptions of bullying victimsʼ responsibility.”