THE INFLUENCE OF CYBERBULGING ON PROFESSIONAL SATISFACTION OF TEACHERS

Abstract. This article highlights the problem of teacher cyberbullying and examines its impact on teacher satisfaction with their profession. The teacher’s satisfaction with various aspects of his work is considered. It is determined that the phenomenon of cyberbullying has become quite common in the conditions of distance learning, because the teacher’s communication with students has moved to the online space. This problem for one reason or another is silenced, not discussed, do not advertise cases of bullying. The pedagogical staff, taking care of their own reputation, ignores it. Under these conditions, the problem persists, but on the contrary, acquires more volumes and assures abusers of their impunity. Silence the problem of teacher cyberbullying will lead to a further increase in violence in the educational environment. Therefore, it is impossible to ignore this problem because the teacher constantly interacts with children and can tolerate their negative emotions on the students. The presence of communication between cyberbullying and satisfaction with professional activities in teachers is considered. The results of the study of cyberbullying and satisfaction with the professional activities of teachers are presented. The study was attended by a total of 30 teachers of secondary schools in mykolaiv of all ages and backgrounds. It was found that in total more than a third of respondents faced the phenomenon of cyberbullying. Of these, nearly half indicated they were aware of cases of cyberattacks on their colleagues. Most often, teachers were subjected to cyberbullying by parents and from a mixed group of bulls (parents + pupils). Given the results of the work satisfaction study, teachers showed strong results. It is also noted that the level of satisfaction with professional activities differs in teachers who have experienced cyberbullying.