Cyber Psychology from Educational Administration Perspective: Teachers and School Administrators’ Qualitative Insights

Su Ertürk; Gülnihal Yıldırım; Temel Çalık

doi:10.24106/kefdergi.1628420

EN

Cyber Psychology from Educational Administration Perspective: Teachers and School Administrators’ Qualitative Insights

Öz

Purpose: This study aims to cultivate awareness of the phenomena of bullying and security within the framework of cyber psychology. In line with this primary objective, the experiences and awareness levels of participating school administrators and teachers were examined. Method: A descriptive phenomenological design, supported by a large sample, was employed to explore the semantic spectrum of cyber security and cyber bullying concepts. The study group consisted of 192 teachers and 64 school administrators, selected through purposeful sampling, specifically convenience sampling. A semi-structured online interview form served as the data collection tool. Content analysis was conducted with the goal of conceptualizing the data and identifying themes that describe the phenomenon. The findings are presented through descriptive narratives. Findings: The findings reveal the significant emotional distress and security concerns negatively influenced by cyber psychology. Additionally, it has been found that cyberbullying and security issues lead to serious consequences for individuals, such as loss of self-confidence, social isolation, persistent anxiety, and long-term psychological trauma.The data reveal that females are the gender most frequently subjected to cyber bullying, with the most vulnerable age group being 14-18, followed by the 11-14 age range. The identified sub-themes of cyber bullying include fraud, hacking, violation of privacy, verbal abuse, blackmail, threatening and psychological violence. Highlights: By examining the experiences of participants across a large sample, the study broadens the understanding of cyber bullying and security concepts. The detailed analysis of sub-themes provides both theoretical insights and practical recommendations for policymakers and practitioners. The study serves as an important reference to enhance awareness among teachers and school administrators who are the closest to children and youth in school and to develop measures that address the increasing challenges of internet use in education.

Anahtar Kelimeler

Cyberpsychology, Cyber Awareness, Cyberbullying, Descriptive phenomenology, Educational Administration

Etik Beyan

Ethics Committee approval of Gazi University Ethics Committee Commission dated 13.11.2023 and numbered E-77082166-604.01.02-797715 for the research proposal.

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Eğitim Yönetimi, Teftişi, Planlaması ve Ekonomisi (Diğer)

Bölüm

Araştırma Makalesi

Yazarlar

Su Ertürk ^*
0000-0002-9418-7632
Türkiye

Gülnihal Yıldırım
0000-0003-4803-056X
Türkiye

Temel Çalık
0000-0003-3656-6260
Türkiye

Yayımlanma Tarihi

28 Ocak 2025

Gönderilme Tarihi

27 Mart 2024

Kabul Tarihi

20 Ocak 2025

Yayımlandığı Sayı

Yıl 2025 Cilt: 33 Sayı: 1

DOI

https://doi.org/10.24106/kefdergi.1628420

IZ

https://izlik.org/JA54FH95DG

APA

Ertürk, S., Yıldırım, G., & Çalık, T. (2025). Cyber Psychology from Educational Administration Perspective: Teachers and School Administrators’ Qualitative Insights. Kastamonu Education Journal, 33(1), 108-123. https://doi.org/10.24106/kefdergi.1628420

AMA

1.Ertürk S, Yıldırım G, Çalık T. Cyber Psychology from Educational Administration Perspective: Teachers and School Administrators’ Qualitative Insights. Kastamonu Eğitim Dergisi. 2025;33(1):108-123. doi:10.24106/kefdergi.1628420

Chicago

Ertürk, Su, Gülnihal Yıldırım, ve Temel Çalık. 2025. “Cyber Psychology from Educational Administration Perspective: Teachers and School Administrators’ Qualitative Insights”. Kastamonu Education Journal 33 (1): 108-23. https://doi.org/10.24106/kefdergi.1628420.

EndNote

Ertürk S, Yıldırım G, Çalık T (01 Ocak 2025) Cyber Psychology from Educational Administration Perspective: Teachers and School Administrators’ Qualitative Insights. Kastamonu Education Journal 33 1 108–123.

IEEE

[1]S. Ertürk, G. Yıldırım, ve T. Çalık, “Cyber Psychology from Educational Administration Perspective: Teachers and School Administrators’ Qualitative Insights”, Kastamonu Eğitim Dergisi, c. 33, sy 1, ss. 108–123, Oca. 2025, doi: 10.24106/kefdergi.1628420.

ISNAD

Ertürk, Su - Yıldırım, Gülnihal - Çalık, Temel. “Cyber Psychology from Educational Administration Perspective: Teachers and School Administrators’ Qualitative Insights”. Kastamonu Education Journal 33/1 (01 Ocak 2025): 108-123. https://doi.org/10.24106/kefdergi.1628420.

JAMA

1.Ertürk S, Yıldırım G, Çalık T. Cyber Psychology from Educational Administration Perspective: Teachers and School Administrators’ Qualitative Insights. Kastamonu Eğitim Dergisi. 2025;33:108–123.

MLA

Ertürk, Su, vd. “Cyber Psychology from Educational Administration Perspective: Teachers and School Administrators’ Qualitative Insights”. Kastamonu Education Journal, c. 33, sy 1, Ocak 2025, ss. 108-23, doi:10.24106/kefdergi.1628420.

Vancouver

1.Su Ertürk, Gülnihal Yıldırım, Temel Çalık. Cyber Psychology from Educational Administration Perspective: Teachers and School Administrators’ Qualitative Insights. Kastamonu Eğitim Dergisi. 01 Ocak 2025;33(1):108-23. doi:10.24106/kefdergi.1628420

Kastamonu Eğitim Dergisi, Creative Commons Atıf 4.0 Uluslararası Lisansı (CC BY) ile lisanslanmıştır.

Cyber Psychology from Educational Administration Perspective: Teachers and School Administrators’ Qualitative Insights

Öz

Anahtar Kelimeler

Öz

Etik Beyan

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

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