Study: nearly three-quarters of Estonian educators have faced bullying

Researchers at the University of Tartu's Institute of Education have found that roughly three in four surveyed educators have experienced bullying at some point in their lives, either as a target or as someone who bullied others. Study co-author Minni Aia-Utsal said the aim was to understand how such experiences shape educators' perception of psychosocial conditions in their current workplace.

The team used a shortened version of the Copenhagen Psychosocial Questionnaire (COPSOQ-II) to measure four dimensions of the work environment: predictability, role clarity, leadership quality and social support.

A relational phenomenon

According to the researchers, workplace relationships and leadership were chosen as a focus because bullying is inherently social — it cannot occur outside of relationships. All four surveyed dimensions tie back to how colleagues and managers interact; social support, for instance, can take the form of emotional backing, practical help, or simply sharing information that makes an employee feel included.

Because the study relied on self-reported questionnaire data, its findings reflect respondents' subjective perceptions rather than objective measures.

Experience shapes perception

Educators who had never experienced bullying rated all four workplace dimensions most positively. The lowest ratings came from those bullied both at school and in their current job, suggesting such experiences can leave a lasting mark on how people view workplace relationships and leadership. Those whose negative experiences were confined to their school years, however, rated their current workplace more favorably — indicating that a supportive environment can help people move past earlier harm.

Aia-Utsal noted that school staff can be bullied by parents, colleagues or students alike, making it essential for school leadership to protect not only students but also teachers and other employees. She stressed that no teacher or support specialist should have to face such problems alone, calling for organizational backing and clear support systems.

The study, co-authored by Aia-Utsal and Kristi Kõiv, was published last month in the Open Journal of Social Sciences.