Manifestations of Victimisation among Lithuanian Teachers and their Experiences in Educational Institutions

Abstract

Abstract Aim. The aim of this study is to reveal the victimisation of Lithuanian teachers in educational institutions. In order to achieve the aim of the study, the following hypotheses were put forward: traumatic experiences as a student are related to experiences of bullying and violence as a teacher; different forms of violence are interrelated; and teachers who have experienced one form of violence are more likely to experience others. Methods. A quantitative study was conducted, and a questionnaire was developed for data collection using validated scales: Multidimensional Teacher Victimisation Scale (MT-VS-2); Teacher Bullying Experience Scale; Posttraumatic Cognitions Inventory – PTCI-9; Brief COPE. A probabilistic multistage sampling method was used, involving systematic and cluster sampling, with 1,044 teachers participating. Results. Teachers most often experience psychological and verbal abuse (e.g., the incitement of students to disobey, swearing, gossip, etc.), and less often experience physical abuse, damage to property, sexual harassment, and cyber-attacks. Significant correlations were found between early trauma and current bullying by students, parents, colleagues, and administrative staff. Strong links were also found between physical violence and sexual and cyber harassment, as well as between property damage and psychological violence. Conclusions. Teacher victimisation is a complex phenomenon determined by traumatic experiences, interpersonal relationships, and the overall school climate. Teachers most often experience psychological and verbal violence. The different forms of violence experienced by teachers are interrelated. Originality. The study found that trauma experienced by teachers in childhood is positively associated with current experiences of violence and greater visibility of violence.