Najah A. R. Ghamrawi^1*, Norma Ghamrawi², Tarek Shal³

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¹ Educational Psychology at the Faculty of Education, Lebanese University, Beirut, Lebanon.
² Educational Leadership and Management at the Faculty of Education, Lebanese University, Beirut, Lebanon.
³ Educational Technology, Lebanese University, Beirut, Lebanon.
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Abstract: Cyberbullying has become prevalent in schools with the increased spread and usage of technology. The purpose of this study was to examine the degree to which teachers in Lebanon were aware of the concept of cyber bullying; as well as to investigate their beliefs of the best interventional preventional strategies to combat this phenomenon. The study surveyed 149 public school teachers from the different governorates in Lebanon. A survey consisting of 40 items was developed to address teachers’ perception of cyberbullying, around 4 areas: 1) the impact of cyberbullying on students, 2) the necessary interventional strategies for cyberbullying inside the school, 3) the suitable interventional strategies for cyberbullying outside the school, and 4) the possible preventional strategies for a cyberbullying program. Data were analyzed using SPSS 21.0 for windows. Results indicated that school teachers recognized the gross negative impacts of cyberbullying on students. While teachers suggested anit-cyberbullying inter-ventional strategies inside the school, they were less hesitant to suggest strategies to confront cyberbullying when students were away from school. They were also indeterminate concerning preventional strategies of this phenomenon. Teachers’ perceptions highlight the importance of their active role and the importance of building students character as two major keys for counteracting cyberbullying and designing an efficient anti-cyberbullying program.

Keywords: Cyberbullying, Interventional Strategies

Cite this paper: Ghamrawi, N. , Ghamrawi, N. and Shal, T. (2016) Teachers’ Perception of Cyberbullying in Lebanese Public School. Open Journal of Leadership, 5, 95-109. doi: 10.4236/ojl.2016.54009.

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