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Validation of the Educator-Targeted Bullying Measurement

Author

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  • Nusrah Samat
  • Goi Mei Teh
  • Abdul Mutalib Mohamed Azim
  • Norashikin Hussein

Abstract

Previous research and practitioners typically concentrate on a limited operational definition of bullying when examining educators’ experiences with bullying in higher educational institutions (HEIs). This study employs the term Educator-Targeted Bullying (ETB) to denote a more precise variable, owing to the narrow definition of academic bullying. This study aims to validate a 47-item instrument that assesses three forms of bullying-related stress among academics in higher education institutions. Upon reviewing previous literature on educator bullying, three prevalent forms are identified: workplace bullying, cyberbullying, and teacher-targeted bullying. Exploratory and confirmatory factor analyses were conducted to evaluate factorial structures based on a total of 210 survey responses. This study categorises seven dimensions of ETB: student direct bullying, devaluation bullying, indirect private bullying, pictorial cyberbullying, task bullying, relational cyberbullying, and student physical bullying. Consequently, the factors significantly influence the operational definitions of educator bullying.

Suggested Citation

  • Nusrah Samat & Goi Mei Teh & Abdul Mutalib Mohamed Azim & Norashikin Hussein, 2025. "Validation of the Educator-Targeted Bullying Measurement," Information Management and Business Review, AMH International, vol. 17(3), pages 216-224.
    • Handle: RePEc:rnd:arimbr:v:17:y:2025:i:3:p:216-224
    DOI: 10.22610/imbr.v17i3(I)S.4729
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