The Psychological impact of Teacher Targeted Bullying and Harassment (TTBH) on Teachers: A Scoping Review

Abstract

Background: Teacher-targeted bullying and harassment (TTBH) is an increasingly prevalent yet understudied issue in educational settings. It encompasses a range of harmful behaviours perpetrated by learners and parents, significantly affecting the psychological well-being of educators. Despite its growing recognition, limited research explores the specific psychological effects of TTBH or how teachers cope with these stressors. Aim: The aim of this study was to examine the psychological consequences of TTBH and how teachers cognitively appraise and manage these experiences using Lazarus and Folkman’s (1984) Transactional Model of Stress and Coping. Methods: A scoping review was conducted, guided by Arksey and O’Malley’s (2005) five-stage methodological framework. The review also followed the PRISMA-ScR guidelines (Tricco et al., 2018) to ensure methodological rigour. Literature published between 1998 and 2024 was sourced from EBSCOhost, SABINET, and Google searches for grey literature. Results: A total of 21 relevant studies were identified and analysed. These studies found that TTBH has significant psychological effects. Specifically, it leads to increased levels of fear, anxiety, emotional distress, burnout, and decreased self-efficacy among teachers. These negative outcomes not only affect individual teachers but also have a detrimental impact on the overall educational environment. Conclusion: The findings informed the recommendations for targeted interventions including policy development and revision, mental health support systems and the promotion of open communication and supportive leadership to enhance teacher well-being and create a healthier educational climate. Further research is essential to deepen understanding of TTBH and enhance strategies that protect and empower educators.