A contribution to the conceptualization of teachers's bullying
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Abstract
Teacher’s bullying is a global phenomenon present in almost every school in the world. Studies on this bullying began timidly at the end of the 1990s and have multiplied in the last decade, raising awareness of the seriousness of its consequences for the victims. While the definition of bullying among peers has enjoyed a broad consensus among experts on the criteria to be taken into account for its definition and characterization: intentionality, repetition, power imbalance and inability to defend oneself, the definition of teacher bullying has no tenjoyed the same consensus. The main objective of this paper is to contribute to the understanding of teacher bullying, and to this end we will analyze the different definitions that have been formulated on this issue. We will highlight some aspects on which there is consensus among experts in the definition of teacher bullying, such as aggressiveness and repetition, and others on which there is less consensus, such as power imbalance and intentionality.
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