واقع التنمر المدرسي لدى الطلبة ذوي صعوبات التعلم من وجهة نظر المعلمين

Abstract EN

The study aimed to uncover the level of school bullying from the point of view of teachers of students with learning disabilities, and to identify the differences between the averages of teachers ’scores that are attributed to gender and experience and the bilateral interaction between gender and experience.

the study sample consisted of (90) teachers of students with learning disabilities enrolled in classes.

with learning disabilities attached to education schools in Makkah al-Mukarramah region, and it relied on the scale of school bullying among students with learning disabilities from the teachers' point of view, the researcher's preparation, and the results showed that physical bullying came first with a relative weight (80.59%), followed by verbal bullying with a relative weight (78.98%), followed by social bullying with a relative weight (77.61%), while the scale of school bullying as a whole came in the direction of (agree) with an arithmetic mean (87.055%) and a relative weight (79.14%), as well as a statistically significant difference at the level of significance (0.01) between the groups are attributed to the effect of gender on verbal bullying in favor of teachers, and the presence of a statistically significant difference at the level (0.01) between groups attributed to the effect of gender on social bullying in favor of teachers, as well as the presence of a statistically significant difference at the level of (0.05) between groups due to the effect of gender on school bullying scale as a whole in favor of teachers.