On the issue of understanding the phenomenon of bullying by teachers with different levels of professional burnout

The article discusses issues of understanding the phenomenon of bullying in the teaching community. The specificity of the semantic content of the phenomenon of “bullying” is revealed among teachers with different professional experience and with varying degrees of professional burnout. It is concluded that in the semantic space of teachers with different professional experience, the concept of “bullying” has both stereotypical and specific features associated with the experience of resolving such situations, the degree of understanding of the sociocultural context due to age. The semantics of the concept of “bullying” among experienced teachers is more complete. For teachers with a low level of professional burnout, the perception of bullying is not associated exclusively with the children's community, and is not associated with a high degree of novelty of the phenomenon.