Cyberbullying Against Teachers in Latin America During the Pandemic: Negative Effects and Well-Being

VARELA, J.; ÁLAMOS, P. ; GUZMÁN, P.; MARSOLLIER, R.; EXPÓSITO, C.; ROMO, F.; LÓPEZ, C.; MIRANDA, R.

Journal of School Violence

Taylor & Francis, Routledge

Año: 2024

During the Pandemic teachers switch from in-person classes to online platforms. This context enabled cyberbullying against teachers from students. Previous studies have focused on school violence against teachers, but less is known about cyberbullying against teachers. We used a sample of 1,387 teachers between 21 and 71 years of age (M = 42.2, SD = 10.1; female, 79.1%) from Chile, Peru, Argentina, Colombia and Ecuador. Using structural equation modeling, we found that higher levels of cyberbullying are associated with lower levels of teachers´ well-being and mediated by Psychological exhaustion but not by Enthusiasm toward the job scale. Our result highlights the need to provide emotional support for Latin American teachers and the importance of teaching skills to support and respect others within this online environment.