Abstract

The purpose of this study is to determine the effect sizes of teachers’ perception and opinions about intimidation (Mobbing) experienced by teachers in schools in accordance with school type (public and private schools). 11 studies deemed meeting the inclusion criteria were chosen from 42 MA and PhD theses and dissertations in YOK National Thesis Archive about intimidation experienced by teachers in schools in Turkey. Total number of samples in this study is 3213 (teachers); 1084 of which are teachers who work for private schools whereas 2129 are those teachers who work for public schools. In addition, several variables such as publication type, publication year, the region used for the research and educational level, researcher’s sex that could not be included in the evaluation as a moderator in primary researches were analyzed. In accordance with the results of this study, an effect size with statistical significance and of no statistical importance was determined on the part of teachers who are working for private schools according to fixed effect model (d=-0,129) and random effect model (d=-0,109). In the consequence of the moderator analysis conducted, the publication type (p=0.45) and educational level (p=0.46) were determined not to be moderators. Researcher’s sex (p=0.00), the years in which the research was conducted (p=0.04) and the regions in which the research was conducted (p=0,00) were determined to be moderators. In addition, an upward trend was observed in the differences among the school types by years in terms of effect sizes. As a result, not using the school type as an independent moderator of statistical significance for the studies on intimidation faced by teachers may be recommended.

Key words: Mobbing, intimidation, meta-analysis, school type, teacher.