Examination of teachers exposure to mobbing and mobbing situations according to some variables

Education is one of the most influential factors in the development and progress of individuals and society. In today's modern education systems, the success of educational activities largely depends on teacher performance. However, workload, environmental factors in the teaching setting, and various other elements can affect this performance. Mobbing, widely studied in terms of employee productivity, success, and organizational relationships, is also a significant issue for teachers. This study examines the exposure of teachers to mobbing and how it affects their professional lives, productivity, and performance in relation to various demographic variables. Designed as a quantitative study using the descriptive survey model, data were collected from a randomly selected sample of 697 teachers out of 4,672 working in Hakkari. The data collection tool was the "Mobbing Scale" developed by Tursun (2019), and analyses were performed using the Statistical Package for the Social Sciences (SPSS). Exploratory Factor Analysis (EFA), reliability, and normality tests were conducted. Since the data were not normally distributed, non-parametric tests (Mann-Whitney U and Kruskal-Wallis) were used to analyze differences based on demographic variables. Descriptive statistics such as frequency, percentage, rank means, and standard deviation were reported, with significance accepted at p≤.05. Findings indicate that teachers experience mobbing, and exposure levels vary based on demographic characteristics. Keywords: Mobbing, mobbing exposure, types of mobbing.