The analysis of the concept of bullying on the quality of school life and variants of empathy of high school students

The goal of this research is to examine the concept of bullying on the quality of school life and variants of empathy of high school students. This research is a descriptive work composed of 859 participants from 9th, 10th and 11th classes of a high school. The data are collected from six types of high schools which are a general high school, an Anatolian high school, a science high school, a teacher training high school, a vocational high school and an Anatolian Vocational high school. `The survey of peer bullying?, `The scale of quality of high school life?, `The scale of basic empathy` and `Personal information form? are used as data collection tools. In this research, sub-problems are analyzed by using Descriptive statistics, chi square, and one way analysis of variance.According to the research; the percentage of bullying behaviour of participants are; 91 bullies (%10,6), 75 victims (%8,7), 78 bullies/victims (%9,1), 615 bystanders (%71,6). The percentage of being a bully or victim among girls are more than the percentage of being a bully and victim among boys; but the percentage of being a bully/victim among boys are more than the girls. In the 10th class, the percentage of being a bully or victim is higher than the 9th class but lower again in the 11th class. In the 10th class, the percentage of a being bully/ victim is higher than the 9th class but it is one third lower in 11th class. In schools, the highest frequency of bullying is found at Anatolian high schools, and the lowest is found at science high schools; on the other hand, the highest frequency of victim is in general high schools and the lowest is in science high schools and teacher training high schools and the highest frequency of bully/victim is found in General high schools and the lowest is found in science high schools.The scores of students, who are bystanders, are higher than the bullies, victims-bullies and victims in terms of the quality of school life. There is no meaningful difference between bully, victim-bully/victim and bystanders in terms of empathy.