Preschool Teachers’ Levels of Exposure to Parent-Based Bullying and Family Involvement Strategies

This study examines the levels of bullying behavior experienced by preschool teachers from parents and the family involvement strategies they implement. The research was conducted using a relational screening model. The study group consists of preschool teachers (n=258) working in private and public institutions on the European side of Istanbul during the 2022-2023 academic year. The data were analyzed using the SPSS software package. According to the findings of the study, no significant difference was found between the levels of bullying behavior experienced by teachers from parents and variables such as gender, age, education level, the department graduated from, employment type, school type, and professional seniority. While significant differences were detected between the family involvement strategies employed by teachers and variables such as age, employment type, and professional seniority, no significant differences were observed concerning gender, education level, the department graduated from, and the type of school in which they worked. Additionally, a negative significant relationship was found between the "self-presentation" sub-dimension of the bullying behavior questionnaire and the "teacher-family involvement" and "home-based involvement strategies" sub-dimensions of the family involvement strategies used by teachers. Similarly, a negative correlation was found between the "social relationships" sub-dimension of the bullying behavior questionnaire and the "home-based involvement strategy" sub-dimension.