Intergenerational Abuse Among Teachers in Schools: Perceived Issues and Consequences

Abstract

The aim of this study is to determine the reasons for intergenerational abuse in schools according to teachers of different generations and to explore the impact it has on teachers. The research was conducted using the phenomenological method, a qualitative research approach. The study group consists of 20 teachers selected through the maximum variation sampling method, one of the purposive sampling techniques. Data were collected using a semi-structured interview form and analyzed through content analysis. According to the findings of the study, the topics of intergenerational abuse focused on avoiding duties and responsibilities, subjective structuring of course distributions and curricula, avoiding learning and teaching information and technology, relaxing and neglecting school rules. The effects of intergenerational abuse on teachers were found to include the development of negative emotions between generations, deterioration of school climate and relationships, and the increased difficulty in performing the profession.