Perceptions of primary teachers about disrespect

The purpose of this research is to investigate classroom teachers' perceptions and experiences of disrespect. The study was conducted based on the qualitative research model. The study group of the research consisted of 20 classroom teachers working in public primary schools in Akdeniz, Yenişehir, Mezitli, Toroslar and Tarsus districts of Mersin province in the spring semester of the 2022-2023 academic year. The participants of the study consisted of classroom teachers selected using the maximum sampling technique, which is one of the purposeful sampling methods. In the study, the interview technique was used and a categorical (thematic) framework was created by classifying the research questions and the participants' answers to the interview questions in the analysis of the data. The data were then processed and interpreted according to this categorical framework. According to the research results, disrespect is defined in terms of perceptions of the behaviors and types of treatment that express it. The results revealed that the participants defined disrespect based on their action patterns, the feeling of disrespect, and their individual lives and experiences. Definitions that explain disrespect through forms of action were reported more intensively by the participants. In addition, the research results showed that the participants reacted to disrespect by speaking/explaining, remaining silent, empathizing, defending their rights, directing them to empathize, warning, raising their voice, and cooperating with the guidance service. Talking/Telling was the more intensely expressed reaction of the participants to disrespect. It revealed that the participants experienced disrespect with students, parents, colleagues, school administration, and other people and institutions. All of the participants reported that they had experiences of disrespect with their parents, and that they had experiences with parents calling untimely, interfering with their work, assigning the role of caretaker to the teacher, comparing the teacher with colleagues, engaging in conflict with the teacher, making accusatory and judgmental attitudes and accusations, insulting them, and poor communication. Participants experienced disrespect to the point of belittling and not being able to work in cooperation, solidarity and good relations with their colleagues. There have been experiences of disrespect with the school administration regarding mobbing, intolerance, intolerance, threats, scolding, humiliation, belittlement and devaluation. Participants also shared their experiences of disrespect towards their profession.