The relationship between primary school teachers' digital literacy levels and cyberbullying sensitivities

The primary aim of this thesis is to investigate the digital literacy levels of classroom teachers and their awareness of cyberbullying, and then to explore the relationship between these two factors. The research uses the relational survey model, a quantitative research method design. The sample consists of 398 classroom teachers from the city center of Kırşehir, who were selected using a simple random sampling method. Two different data collection tools were used in accordance with the objectives of the study: the Digital Literacy Scale (DLS) developed by Ng (2012) and adapted into Turkish by Aksoy, Karabay, and Aksoy (2020), and the Sensitivity to Cyberbullying (SCA) scale developed by Arıcak, Avcu, Topçu, and Tutlu (2020). The quantitative data obtained in the study were analysed using SPSS 28 statistical software, using descriptive statistics, t-tests, one-way analysis of variance, correlation, and simple linear regression analysis. The results of the study showed that the level of digital literacy and sensitivity to cyberbullying among classroom teachers was significantly high. Furthermore, a low positive correlation was found between digital literacy levels and sensitivity to cyberbullying. It has been determined that as the digital literacy levels of classroom teachers increase, their sensitivity to cyberbullying also increases. Significant differences in digital literacy levels were observed in terms of gender, time spent using the internet, time spent using digital tools, and educational status (only in the social dimension). However, no significant differences were found for the variables of age and seniority. Similarly, there were no significant differences in sensitivity to cyberbullying in relation to other variables.