Opinions of preschool teachers on the mobbing behaviors parents expose to them

This research aims to examine the mobbing behaviors that preschool teachers are exposed to by their parents and the effects of this situation on the teachers. In the study conducted with the qualitative research method, the causes, behaviors, effects and coping strategies of mobbing were analyzed based on the experiences of the teachers. Of the 27 teachers who participated in the research, only 5 were male and the others were female. Of the 10 people who were not exposed to mobbing, 5 were male teachers and 5 were female teachers. The teachers who were exposed to mobbing were young, female and did not have much experience in the profession. According to the research findings, teachers defined the characteristics of parents who applied mobbing with 6 themes and 25 codes. According to the results, it was stated that female parents applied mobbing more frequently and parents with a high level of education and a low number of children were also prone to these behaviors. In addition, it was observed that parents with high income and who were housewives took a more active role in mobbing behaviors towards teachers. The reasons why teachers are exposed to mobbing are grouped under 5 themes and 32 codes. The most frequently stated reasons include not being able to set limits for parents, the administration leaving the teacher alone, abuse of goodwill, selfish and interfering attitudes of parents and using status power. Behaviors defined as mobbing by teachers are grouped under 6 themes and 26 codes. In particular, behaviors such as seeing the teacher as a caregiver, constant criticism, pressure from the administration and harassment by phone, insulting speech and threatening speech were frequently reported. The effects of mobbing on teachers were determined with 6 themes and 46 codes. The most experienced effects were obsessive thoughts and stress. The ways teachers escape mobbing were classified with 5 themes and 19 codes. The most frequently used method was using the mediation role of the administration. This was followed by face-to-face communication in second place. In addition, strategies such as trying different communication methods, setting limits and giving clear responses were also used by teachers. As a result, teachers' mobbing experiences from parents create various effects at both individual and institutional levels. This situation negatively affects teachers' professional motivation and general quality of life. The research reveals that policies and practices should be developed to prevent mobbing in educational institutions and to support teachers.