The journal 'Új Pedagógiai Szemle' belongs to University of Miskolc
Professional contributor: Hungarian Pedagogical Association
ISSN 1215-1807 (Printed)
ISSN 1788-2400 (Online)
INDEX 25701br>DOI-prefix: 10.71157

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Vol. 76
(2026)
Issue 09-10
Prevalence of forms of teacher bullying in the public education background of first-year teacher education students
DATE OF PUBLISHING: 2026-11-08
SECTION: Tanulmányok [peer reviewed]
AUTHORS:
ARATÓ, FERENC
PTE Bölcsészet-és Társadalomtudományi Kar, Neveléstudományi Intézet
BALOGH, ZOLTÁN ÁBEL
PTE Bölcsészet-és Társadalomtudományi Kar, „Oktatás és Társadalom” Neveléstudományi Doktori Iskola, Tanárjelöltek Szakkollégiuma
KEYWORDS: teacher bullying; school violence; exploratory research

ABSTRACT (FULL-TEXT IN HUNGARIAN!)

Introduction. Teacher bullying has received considerably less scholarly attention than peer bullying, particularly in the Hungarian context.

Aim. The present study aimed to explore the retrospectively reported prevalence of different forms of teacher bullying among Hungarian higher education students, based on self-reports referring to three stages of their school trajectories: lower primary school, upper primary school, and secondary school.

Method. The study included the entire cohort of first-year, full-time teacher education students at the University of Pécs. Data were collected using a Hungarian translation and modified version of the Teacher Violence Scale. Participation was voluntary and anonymous, and data were collected online.

Results. The findings indicate that different forms of teacher bullying were reported at substantial rates in the sample. The retrospectively reported prevalence of physical bullying was highest during lower primary school and was lower at subsequent school levels. The Blaming and Humiliation factor showed the highest prevalence, with the highest mean scores across all three school levels. The data also indicated that several forms of teacher bullying occurred across multiple school levels and that different types of bullying frequently co-occurred. A substantial proportion of students reported encountering teacher bullying not only as victims but also as witnesses during their years in public education.

Conclusion. Based on retrospective reports from a specific student sample, this exploratory study contributes to expanding the available knowledge about the prevalence and forms of teacher bullying in Hungary. The study represents the first milestone in a longer-term research programme that aims to provide a more nuanced understanding of the phenomenon through further retrospective data collection in the coming years.

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Arató F. és Balogh Z. (2026): Prevalence of forms of teacher bullying in the public education background of first-year teacher education students. Új Pedagógiai Szemle. 76. 09–10. sz., 16–44. DOI: 10.71157/upsz.2026.09-10.02
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