The Impact of Cyberbullying Victimization on Teachers’ Work Stress, Job Inefficacy, and Turnover Intentions

• NCJ Number: 309514
• Author(s): Byongook Moon; Guan Saw; John McCluskey; Hannah Vasquez
• Date Published: 2024
• Length: 32 pages
• Grant Number(s): 2020-CK-BX-0004
• Agencies: NIJ-Sponsored
• Publication Type: Research (Applied/Empirical); Report (Grant Sponsored)
• Award: Violence against Teachers in the 50 Largest U.S. School Districts: Predictors, Consequences, and School Responses

Annotation

This research paper examines and describes the impacts of cyberbullying impacts on teachers’ stress levels, burnout, and likelihood of changing professions; it reviews various aspects and outcomes of cyberbullying victimization among teachers, describes the research methodology and outcomes, and discusses implications for policy and future research studies.

Abstract

This report describes a research study that explored cyberbullying victimization among teachers from both students and their parents, and assessed the consequences of that victimization. The results indicated that 15.4 percent of teachers reported that they had experienced cyberbullying victimization by students and/or parents, and the examination of the impact of cyberbullying on multiple outcomes showed a pattern: victimized teachers were more likely to experience higher levels of work-related stress, diminished job effectiveness, and increased tendencies to leave their teaching careers. The authors emphasize the urgency for school administrators to recognize the severity of the issue and to implement intervention policies and strategies.