KAZAKH NATIONAL WOMEN'S TEACHERTRAINING UNIVERSITY

INSTITUTE OF PHILOLOGY

RESEARCH PROJECT

Bullying in school. Its impact on the quality of education

by
3rd year students
Myrzabek Madina
Shaldar Zharkynay
Sake Shyryn
Speciality: 6B01705 Foreign Language: Two Foreign Languages

Teacher`s Full Name (lecture):

Aidana Shapambayeva

Teacher`s Full Name (seminar):

Telibayeva Lyazzat

Almaty, 2023
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BULLYING IN SCHOOL. ITS IMPACT ON THE QUALITY OF EDUCATION

Abstract

The project analyzes the scientific basis for the problem of bullying, the views and opinions
of domestic and foreign scientists about bullying among children, and gives the author's
definition of bullying among schoolchildren. Nowadays, although the problem of bullying
among students is not new, it attracts attention of many sides of the educational process.
Along with student psychology, bullying has a negative impact on academic decline. In
addition, depending on the social status, age, and gender of the study participants, the extent
to which academic performance declines was studied. The place of research was schools of
Kazakhstan. Students in grades 8-11 took part in the study. In addition to the online survey,
teachers were also interviewed in the study. As a result of the study it was found that there is
not much bullying in school, including its low negative impact on students' academic
performance.
Keywords: school bullying, academic achievement, teachers, pupils
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TABLE OF CONTENTS

Abstract ................................................................................................................................. ii
CHAPTER 1: INTRODUCTION ........................................................................................... 5
1.1 Background information ............................................................................................... 5
1.2 Problem statement ........................................................................................................ 5
1.3 Purpose of the study ..................................................................................................... 5
1.4 Research question:........................................................................................................ 5
CHAPTER 2: LITERATURE REVIEW ................................................................................ 6
2.1 Introduction .................................................................................................................. 6
2.2 Definitions ................................................................................................................... 6
2.3 Theoretical review:Impact of bullying on Academic achievement. ............................... 6
2.4 Review of supporting research ...................................................................................... 7
2.5 Conclusion ................................................................................................................... 7
CHAPTER 3: METHODOLOGY .......................................................................................... 8
3.1 Introduction .................................................................................................................. 8
3.2 Research design............................................................................................................ 8
3.3 Sampling ...................................................................................................................... 8
3.4 Procedures.................................................................................................................... 8
3.5 Data collection ............................................................................................................. 8
3.6 Data analyzing.............................................................................................................. 9
3.7 Ethical issues ................................................................................................................ 9
CHAPTER 4: RESULTS ..................................................................................................... 10
4.1 Introduction ................................................................................................................ 10
4.2 Cyberbullying ............................................................................................................ 10
4.3 Physical violence (punishment, beating) and humiliation (bullying, naming) .............. 10
4.4 What is the family's attitude to bullying? .................................................................... 10
CHAPTER 5: DISCUSSION ............................................................................................... 13
5.1 Introduction ................................................................................................................ 13
5.2 Main Findings and Link to the Literature .................................................................... 13
CHAPTER 6: CONCLUSIONS AND RECOMMENDATIONS .......................................... 14
6.1 Respondents' involvement in bullying and cyberbullying in school In Different Roles 14
6.2 Summary of the study................................................................................................. 14
6.3 Recommendations for School Practice ........................................................................ 15
6.4. Recommendations for Future Research ...................................................................... 15
REFERENCES .................................................................................................................. 16
APPENDICES .................................................................................................................... 18
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Appendix A......................................................................................................................... 18
Appendix B ......................................................................................................................... 21
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BULLYING IN SCHOOL. ITS IMPACT ON THE QUALITY OF EDUCATION

CHAPTER 1: INTRODUCTION

1.1 Background information

For a long time, bullying remained outside the attention of psychologists, but at the
end of the 20th century, there were more and more publications devoted to the signs of
bullying, its forms, the inherent structure of relations, prerequisites, etc. In 1993 the
Norwegian researcher D. Olweus introduced the still relevant definition of bullying, which
emphasized its three main characteristics - purposefulness of aggressive behavior,
systematicness, and the inability of the victim to defend himself/herself due to unequal power
or power (Olweus, 1993a).
After bullying was named and described by educationalists and psychologists,
programs aimed at preventing bullying and various technologies to stop bullying situations
that already existed began to be created. There is and continues to be resistance from
educators who have grown accustomed to these practices and who promote attitudes that
support viewing bullying as a normal part of growing up. Numerous publications criticize
myths and stereotypes about bullying that cover up ideas of normalizing bullying or
delegating responsibility for it to someone who has been victimized (victim-blaming), for
example: "Bullying is a normal part of growing up"; "Some kids will get bullied in any class";
"Bullying teaches you to defend yourself". "Bullying happens because the child is different in
some way", etc. (Kutuzova, 2007). Thanks to intense discussion, media coverage, and work
with the pedagogical and parental community, such ideas no longer dominate in the
psychological and pedagogical context. Teachers, not even without a high level of interest in
stopping and preventing bullying, show a high level of awareness of what manifestations
bullying can take and the consequences it can have for its participants (Bochaver et al., 2015).

1.2 Problem statement

Bullying is an issue that affects all students, including victims, bullies, and bystanders.
Bullying can include physical attacks, verbal taunts, jokes or language, threats, offensive
behavior, and facial expressions. All of these factors have a major negative impact on a
student's academic performance, deteriorating the student's academic performance. Bullying
in schools is notoriously difficult to eradicate or stop because students do it all the time.
Therefore, the study aims to determine the impact of school bullying on student achievement.

1.3 Purpose of the study

The research project aims to determine the negative impact of school bullying on
student's academic performance.

1.4 Research question:

The present study is guided by the following overarching research questions:

What is the Impact of bullying on a student?

What will be their impact on their studies in they have been affected by intimidation?
How to prevent bullying from student for not being affected by his/her studies?
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BULLYING IN SCHOOL. ITS IMPACT ON THE QUALITY OF EDUCATION
CHAPTER 2: LITERATURE REVIEW

2.1 Introduction
This chapter provides a general overview of the definitions and research works of
other scholars on the topic. The chapter is divided into 4 sections. The first section deals with
definitions of words related to the concept of bullying. The second section provides a general
overview of other researchers' studies related to the topic. The third section provides an
overview of the comparative research project. The fourth section is the conclusion. The
literature in this section was reviewed on bullying and school environment, bullying and
academic performance, and bullying, and mental health.

2.2 Definitions
Before talking about such a phenomenon as bullying, it is necessary to introduce a
clear definition. According to Jankauskiene et al. (2008), bullying is "repeated acts of
unjustified hostility that are harmful to the victim's psychological or physical well-being, and
where the strength of the aggressor and the victim is unequal".
In addition to being one of the most obvious issues that kids encounter in the
educational system, bullying poses one of the greatest health dangers (Raskauskas & Modell,
2011, p. 64). Today, bullying is seen as a severe issue in schools (Rose & Monda-Amaya,
2011, p. 4). According to Bauman (2006), bullying has three elements: first, there must be a
desire to cause harm; second, it must occur frequently; and third, there must be an imbalance
of power between the bully and the victim. Bullying at school is defined as "aggressive
behavior that frequently occurs over time and typically lacks an equivalent balance of power
between the attacker and the victim".
Bullying can take many different forms, including physical harm, verbal abuse, and
nonverbal threats. The use of contemporary communication tools for transmitting conflicting
and threatening messages is another aspect of bullying.

2.3 Theoretical review:Impact of bullying on Academic achievement.

A lot of research has been done on this topic. Almost all researchers came to the same
result. In other words, it is concluded that bullying negatively affects academic performance.
Let us well on each of these studies separately. For example, Cythia (2014) examined the
long- and short-term effects of bullying on students' academic performance. According to her
research, the degree of bullying and academic performance have different relationships
depending on the student's academic success. Nadine (2014) looked into the effects of
bullying on students' capacity for academic success. According to Nadine, bullied children
experience anxiety when arriving at school because they believe they are in danger. As a
result, they are unable to focus, which has a detrimental effect on their academic progress.
Physical bullying was identified as the most prevalent bullying factor, according to Placidius'
(2013) research. More often than girls, boys like to bully others. Bullying harmed academic
performance.
Mehta et al. (2013) discovered that when students believe bullying is a problem at
their school, they feel afraid, which harms their engagement in the school community. As a
result, they lack the ambition to perform well in school and do not take part in extracurricular
activities. Bullying has a variety of effects on students' academic performance.
According to Brank et al. (2012), bullied people tend to be frail, reserved, and worried. They
also mentioned that victims perform poorly in school and avoid going to class to avoid being
victimized.
In Latin America, bullying is a serious issue, according to research by Marcela and
Javier (2011). They found that students who experience peer aggression perform worse in
reading and math than those who do not, and students who are in classrooms with higher
levels of physical or verbal violence perform even worse.
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BULLYING IN SCHOOL. ITS IMPACT ON THE QUALITY OF EDUCATION
2.4 Review of supporting research
For comparison, a 2020 study by Remi Mbah Mbah was taken. The title of the study
was «The perception of students avoul school bullying and how it affects academic
performance in Cameroon». The main purpose of this study is to determine the impact of
bullying and how it affects academic performance in private and public schools in Cameroon.
Another purpose of this study was to shed light on the concept of bullying in schools,
targeting students. The research design of this study is a mixed research approach. 24 students
and 6 teachers of a private school in Cameroon participated in the study. Online surveys were
taken from 24 students, and 6 teachers were interviewed. 83.3% of the students wrote that
they witnessed bullying. 79.2% of the students indicated that bullying affected their academic
performance.
And all teachers presented their perceptions of bullying, types, and frequency. From
the responses given by teachers, the most common types of bullying teachers witness in
secondary schools are verbal, social, and physical bullying. Teachers mentioned that verbal
bullying that commonly occurs in their schools is taunting, teasing, and name-calling. Also,
teachers shared that social bullying through spreading a rumor about someone and leaving
someone out on purpose is common among students.

2.5 Conclusion
Bullying is defined as "repeated acts of unwarranted hostility, destructive to the
victim's psychological or physical well-being, and where the aggressor's and victim's
strengths are unequal". Bullying is one of the most prevalent problems that children face in
the school system and also one of the biggest health risks. Researchers who previously
conducted a study on bullying have confirmed that bullying affects the quality of education
and that such children are afraid to go to school.
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CHAPTER 3: METHODOLOGY

3.1 Introduction
This chapter describes the methodology of the current study and provides and explains
information about Research Design, Sampling, Procedures, Data collection, Data analysis,
and Ethical issues.

3.2 Research design

The research is carried out using a mixed-method approach. A mixed research method
emphasizes the in-depth probing of people's customs, beliefs, assumptions, understanding,
opinions, and actions (Doyle, 2014) by using qualitative (in-depth interviews) and quantitative
(Survey) (Creswell & Plano Clark, 2011). According to Creswell (2014), a mixed-method
approach is an approach to theory and practice that uses multiple approaches, perspectives,
people's ideas, and positions to solve a research problem. Thus, the mixed-method approach
was the most suitable method to find out, study, and determine the opinions of high school
students about the negative impact of school bullying on academic performance by taking a
survey and interviewing a school psychologist.

3.3 Sampling
The study will be conducted in a secondary school in the Almaty region. Respondents
were not randomly selected: firstly, school students from 8th to 11th grade were selected for
the survey because they could express their opinion due to their age. Second, bullying at
school often occurs among children of this age. In addition, a school psychologist was chosen
for the interview, because she was a specialist who knows the ways of preventing and
correcting the problem of bullying and violence in the educational environment. Initially, it
was planned to participate in the research with students from 6-11th grade, and teachers.
During the study, it was found that many teachers were against interviewing, and in addition,
students in grades 6-7 were too young to answer the questionnaire.

3.4 Procedures
Before starting the research, the first step was to get permission to conduct the
research from the school administration. After consent was obtained, participants were sent a
WhatsApp message with an online link to the survey to participate in the study, and
participants were instructed on how to complete the survey. Then, according to the research
plan, a psychologist was interviewed. The participant was asked to answer pre-prepared
interview questions (see Appendix A). In addition, additional questions arose during the
interview. The interview was conducted at a time convenient for the participant, 25-30
minutes. All interviews were audio recorded. Participants were shown the purpose and
benefits of the study, what was required of them in participating in this study, and a Consent
Form that guaranteed their confidentiality and anonymity (Appendix B). In addition,
participants were informed of their right to withdraw from the study at any time and without
reason. In each case, two consent forms were signed. One copy was given to the participant
and the other copy remained with the researcher.

3.5 Data collection

The data collection process was collected through semi-structured in-depth interviews
that combined pre-prepared questions, along with online survey data, and clarification and
elaboration questions based on interviewees' perspectives to elicit additional information
(Creswell, 2014). In addition, interview questions were pre-translated into three languages:
Kazakh, Russian, and English to allow participants to choose their preferred language (see
Appendix A).
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BULLYING IN SCHOOL. ITS IMPACT ON THE QUALITY OF EDUCATION
3.6 Data analyzing
Manual coding of the data was chosen to analyze the data. After all, it was very
beneficial for the researchers because it allowed the researchers to “get close to the data and
experience it” (Creswell, 2012, p. 240). As suggested by Saldana (2015), important words,
phrases, and sentences should be highlighted with a marker in order not to miss the most
important moments in the interview transcript and the answers to the open-ended questions of
the participants in the survey. Coding was very helpful in analyzing the data, opinions,
problems, and insights collected in the study.

3.7 Ethical issues

Ethical permission to conduct the research was obtained from school leaders. Also, the
survey participants were not asked for names, email addresses, or any identifying information
during the study, and the survey was conducted completely anonymously. Also, the interview
with the psychologist was conducted in a closed room, and the name of the school was kept
anonymous at the request of the participant. It was also assured that all information disclosed
in the interview would be kept confidential. Pseudonyms were used to preserve participants'
confidentiality and anonymity, rather than names or any other identifying information. In
addition, interviews, survey responses, and any data were stored in a confidential folder on a
laptop accessible only to the researchers.
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BULLYING IN SCHOOL. ITS IMPACT ON THE QUALITY OF EDUCATION
CHAPTER 4: RESULTS

4.1 Introduction
This chapter presents the results of a survey of 95 students in the 8-11th grade of a
general secondary school in the Almaty region of Kazakhstan, as well as the results of an
interview with a school psychologist about the impact of bullying. The purpose of the study
was to determine the extent to which bullying affects the performance of students in general
secondary schools of the Almaty region. In addition, qualitative conclusions based on the
theme created as a result of the statistics of the participants' responses, quantitative statistical
results, and thematic analysis of the psychologist's interview are presented in the study. All
interviews and questionnaires were conducted in Kazakh, and the participants' quotes were
translated into English by the researchers themselves. In addition, each participant was given
a pseudonym and was informed of anonymity so that their identity could not be determined in
any way.
A total of 95 students out of a population of 120 participants volunteered to participate
in the survey research. 88 students, which is 92.6% of the entire group of examinees, know
what bullying is, and 7 people - 7.4% do not have information about bullying (Figure 1).
According to students, bullying affects their psychology more than their academic
performance. This is because most of the answers received to the question of whether it
affects academic performance say “a lot of silent goes without mood, feels weak, self-esteem
falls, negatively affects life” (Figure 2).

4.2 Cyberbullying
In the survey, pupils wrote that 11.6% had experienced cyberbullying (Figure 3). As
for this situation, the school psychologist did not hide that cyberbullying was taking place.
According to the psychologist, cyberbullying often occurs during a conversation between a
girl and a guy. Cyberbullying of a very severe form occurred only in 1 case. He threatened to
spread a photo of the girl's breasts on social networks while the students of grades 5-6 were
talking to both a girl and a guy. But the situation became clear earlier, thanks to the girl's
mother. Now the girl is a member of the organization of psychologists at the school. She's
fine.

4.3 Physical violence (punishment, beating) and humiliation (bullying, naming)

According to the survey results, it was found that 6.3% of students have experienced
physical violence, and 33.7% have experienced bullying in the form of bullying (ridicule,
naming) (Figure 3). On this occasion, the school psychologist said that during the interview
there are such types of bullying. According to the psychologist, bullying, which the school
occupies on the spot, is directly related to love. This is because physical violence and bullying
told the guys from the 7th grade that they were fighting over their beloved daughters and
mocked each other by calling others names.

4.4 What is the family's attitude to bullying?

When asked who, in their opinion, is being abused, 74.7% answered that weak,
incapable children do not resist (Figure 4). According to the psychologist, a child under
pressure from the family will be very weak and passive. In addition, psychology will be
violated. If someone else touches or says something serious, he doesn't even try to resist. Due
to the lack of love from the family, there are many suicides and bullying among children.
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BULLYING IN SCHOOL. ITS IMPACT ON THE QUALITY OF EDUCATION

Figure 1.

Figure 2.

Figure 3.
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BULLYING IN SCHOOL. ITS IMPACT ON THE QUALITY OF EDUCATION

Figure 4.
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BULLYING IN SCHOOL. ITS IMPACT ON THE QUALITY OF EDUCATION
CHAPTER 5: DISCUSSION

5.1 Introduction
In the previous chapter, the conclusions collected using the table were presented online
survey and analysis of the collected data. This chapter explains the results of the study and
relates them to the literature in the field. The purpose of this study was to identify the
predominant type of bullying in schools and its impact on the quality of education.

5.2 Main Findings and Link to the Literature

Finding 1:The levels of bullying aggression and bullying were high.

Bullying aggression level according to its three types, verbal, social, and physical
bullying. The results of the current study showed that bullying is prevalent among students.
Most of the participants reported witnessing but not engaging in bullying behavior. As stated
in the literature review, bullying is one of the most important problems in children and school
communities today, because it leads to serious psychological trauma and personality
development disorders. More precisely, as shown in the work of Remi Mbah Mbah.

Finding 2:Verbal abuse was found to be relatively high.

According to a study conducted in Cameroon, teachers said that various rumors are
spread by students insulting each other. Even researchers have achieved similar results during
their research. According to an interview with a school psychologist, it was said that the same
situation occurred among children. According to her, verbal abuse occurs among many boys.
Most of them are related to fighting for a girl. This is why guys spread false rumors to make
the other guy look like a bad guy in front of the girl.

Finding 3:Cyberbullying is the highest recorded

The vast majority of participants reported that they had not been victimized. Currently,
cyberbullying is the most popular form of bullying. According to the results of the survey,
some participants confirmed that they have been subjected to cyberbullying. This finding was
unexpected because nowadays virtual communication is becoming more and more popular,
especially among teenagers, due to the advances in technology in general and the number of
tools they have access to, and thus, the study expected a similar trend to verbal
communication would be observed in online communication. Therefore, this result differs
from Borg's (1998) findings that the form of bullying changes from earlier to more subtle
forms as students grow older.
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BULLYING IN SCHOOL. ITS IMPACT ON THE QUALITY OF EDUCATION
CHAPTER 6: CONCLUSIONS AND RECOMMENDATIONS

6.1 Respondents' involvement in bullying and cyberbullying in school In Different Roles

According to the results of the survey, 25.3% believe that cyberbullying at school, and
21.1% bullying at school is common. In bullying and cyberbullying, significantly fewer
people admitted to being stalkers, and the percentage of all stalker roles in cyberbullying is
smaller than in bullying. In addition, there are more witnesses to school bullying than victims,
in particular, 14.7% of respondents indicated that they had seen bullying at school, and the
same number of people indicated that they had seen cyberbullying at school.
About the experiences of victims of cyberbullying at school. Thus, it can be noted that
among all the roles of school bullying, students are mostly witnesses of bullying, victims are
second, and the least respondents showed simple participation in school bullying. A similar
trend continues with cyberbullying at school, but the proportion of witnesses is equal to and
no more than the proportion of victims.

RQ1: What is the impact of bullying on academic performance? The first research
question explored the impact of bullying on academic performance. Teachers and students in
the study reported that bullying in schools creates an insecure environment for students,
which negatively impacts the ability to conform to class activities, hence causing poor
performance in class.

RQ2: What will be their impact on their studies in they have been affected by
intimidation? The second research question determined whether perpetrators of bullying are
also the victims of bullying. Teachers and students reported that practicing bullying in schools
is conducted by perpetrators and not victims. They are mainly senior students who bullied
junior students and are also the victims because they believe in having the power of
possession or physical strength than some juniors. Teachers and students shared that despite
the development of school rules and policies, and disciplinary measures, senior students
continue with their bullying behaviors.

RQ3: How to prevent bullying from students for not being affected by his/her studies?
The third research question of the study evaluated the types of bullying, which are common in
secondary schools in Almaty. Teachers and students revealed that different types of bullying
occur in secondary schools. Teachers and students reported that verbal, social, and physical
bullying is the main type found in secondary schools across Almaty. Teachers and students
disclosed that taunting, teasing, name-calling, spreading rumors about someone, leaving
someone out on purpose, hitting, punching, kicking, pushing, and taking someone's thing
occur in schools

6.2 Summary of the study

The main purpose of this study was to determine the effect of bullying on academic
performance and the predominant type of bullying. A survey was conducted among 8-11
grade students studying at school. The study examined four types of bullying: physical,
verbal, relational, and cyber bullying. Returning to the research questions posed at the
beginning of this study, it can be said that the answers are completely given. This study found
that. The level of bullying among the general participants was significantly higher.
Comparative An analysis of the frequency of four types of bullying showed that the level of
verbal abuse (teasing, name-calling, gossiping) was relatively high, and surprisingly, the level
of physical violence was the lowest.
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BULLYING IN SCHOOL. ITS IMPACT ON THE QUALITY OF EDUCATION
6.3 Recommendations for School Practice
Based on the main findings of this work, there are some recommendations, school
teachers, administrators, and school psychologists may be helpful. First of all, he bullies
academically oriented students. Keeping both in mind, it's important to take countermeasures
against verbal abuse. According to the results, men and women can be subjected to this type
of bullying survey, so they need equal attention. Second, it is important not to ignore hidden
forms of bullying, such as relational bullying, as this may be the reason some students feel
unsafe at school (Goldstein, Young, & Boyd, 2008). In addition, schools should have anti-
criminal policies to ensure that all students feel safe at school.

6.4. Recommendations for Future Research

The findings of the present study have several important implications for future
research. It would be recommended to focus on some open-ended questions as well, which
invite students to be more open. The questions of the research instrument should not
necessarily report bullying behavior directly, it might be the questions, suggesting the
participants imagine the situation or describe their everyday school routine, for example,
“How do you feel when you are on your way to school in the morning?” (Peterson & Ray,
2006, p.148). Thus, future research might be designed qualitatively, because once the present
study identified some trends, it would be beneficial to continue with an in-depth qualitative
study. The next recommendation would be to include other members of the school. For
example, to continue the present study by investigating teachers’ awareness of bullying
behavior in general and bullying among gifted and talented children in particular. The final
suggestion for future research would be to continue investigating the prevalent type of
bullying among highly academically oriented students but focusing on younger students. This
would allow a comparison between the older and younger age group of students. As this study
was conducted in only one school, it could be replicated across several schools for the
academics in Kazakhstan to look at a large study population.

Word count: 3840

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attitudes. Sotsial’naya Psikhologiya i Obshchestvo [Social Psychology and Society],
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Borg, M.G. (1998) ‘The Emotional Reactions of School Bullies and their Victims’,
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Brank, E. M., Hoetger, L., & Hazen, K. P. (2012).Bullying. The Annual Review of Law and
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Cynthia, V. (2014).The Effects of Bullying on Academic Achievement. Desarro.soc. no. 74,
bogotá, segundo semestre, 275-308.
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Jankauskiene, R., Kardelis, K., Sukys, S., &Kardeliene, L. (2008). Associations between
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Kutuzova D. A. Bullying in school: What is it and what we can do. Zhurnal prakticheskogo
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Peterson, J. S., & Ray, K. E. (2006). Bullying and the gifted: Victims, perpetrators,
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BULLYING IN SCHOOL. ITS IMPACT ON THE QUALITY OF EDUCATION

APPENDICES
Appendix A
Samples of interview questions for school psychologists

After introducing herself, the researcher articulates the purpose of the study, the measures
ensuring the confidentiality of the interviewee, and the approximate time of the interview. The
researcher reminds the interviewee about recording the interview. The interviewee is free to
ask questions before the interview starts.
Interview questions:

Question 1. Does bullying happen often at school?

Question 2. How often are surveys taken regarding bullying?
Question 3. What help do you provide if bullying is detected?
Question 4. Does bullying happen more in the family than at school?
Question 5. Has school bullying increased or decreased in recent years?
Question 6. Does bullying affect the quality of education?
Question 7. Nowadays, all children have mobile phones. Has the school become
cyberbullied as a result?
Question 8. Why does cyberbullying happen if it's not a secret?
Question 9. Do other forms of bullying occur at school? For example, high school
students are trying to collect money from junior school students.
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BULLYING IN SCHOOL. ITS IMPACT ON THE QUALITY OF EDUCATION

Мектеп психологтарына арналған интервью сұрақтарының үлгілері

Өзін таныстырғаннан кейін, зерттеуші интервью берушіні зерттеудің мақсатымен,

қатысушының құпиялылығын сақтаудағы əрекеттермен жəне интервьюді өткізуге
кететін уақыт мөлшерімен таныстырады. Зерттеуші интервью берушіге интервьюдің
диктофонға жазылатындығын ескертеді. Интервью басталмас бұрын, интервью беруші
сұрақтар қоя алады.

Интервью сұрақтары:

1-сұрақ. Мектепте буллинг жиі орын алады ма?

2-сұрақ. Буллингке қатысты қаншалықты жиі сауалнама алынады?
3-сұрақ. Буллинг анықталған жағдайда қандай көмек көрсетесіздер?
4-сұрақ. Буллинг мектептен гөрі отбасында көптеп жолыға ма?
5-сұрақ. Соңғы жылдары мектеп буллинг бұрынғыға қарағанда көбейді ме,
азайды ма?
6-сұрақ. Буллинг білім сапасына әсер ете ма?
7-сұрақ. Қазір барлық балаларда ұялы телефон бар. Соның салдарынан мектеп
кибербуллинг орын алды ма?
8-сұрақ. Құпия болмаса кибербуллинг неге қатысты орын алды?
9-сұрақ. Мектепте буллингтің басқада түрлері орын ала ма? Мысалы жоғары
сынып оқушылары кішкентай сынып оқушыларынан ақша жинау деген сияқты.
 20
BULLYING IN SCHOOL. ITS IMPACT ON THE QUALITY OF EDUCATION

Примеры вопросов для собеседования школьному психологу

Представившись, исследователь информирует интервьюера о цели исследования, мерах

по сохранению конфиденциальности участников и количестве времени, необходимом
для проведения интервью. Исследователь предупреждает интервьюера, что интервью
будет записано на диктофон. Перед началом интервью интервьюер может задать
вопросы.
Вопросы для интервью:

Вопрос 1. Часто ли издевательства происходят в школе?

Вопрос 2. Как часто проводятся опросы по поводу издевательств?
Вопрос 3. Какую помощь вы оказываете в случае обнаружения буллинга?
Вопрос 4. Буллинг случается чаще в семье, чем в школе?
Вопрос 5. Увеличилось или уменьшилось количество школьных издевательств в
последние годы?
Вопрос 6. Влияет ли травля на качество образования?
Вопрос 7. В настоящее время у всех детей есть мобильные телефоны. Стала ли
школа киберзапугиванием в результате?
Вопрос 8. Почему происходит кибербуллинг, если это не секрет?
Вопрос 9. Встречаются ли другие формы издевательств в школе? Например,
старшеклассники пытаются собрать деньги у младших школьников.
 21
BULLYING IN SCHOOL. ITS IMPACT ON THE QUALITY OF EDUCATION
Appendix B

Consent Form in English and Kazakh

Informed Consent Form for Interview

Introduction.
You are invited to take part in a study called “Bullying in school. Its impact on the
quality of education »

Description of the study.

The main purpose of the study is to determine the negative impact of school bullying
on student performance and to find answers to the reasons, by conducting interviews. The
interview will be conducted with teachers who teach grades 8-11 at a school in the Almaty
region. This interview can last up to 30 minutes.

Risks.
There may be sensitive questions in the interview. During the interview, you may
refuse to answer any question that makes you uncomfortable. Your information will remain
confidential. The risk of harm to the study participant is strictly controlled and interviews will
be published anonymously to avoid the risk of breach of confidentiality. During participation
in the study, the time of the study participant is respected. Participation in the study is
voluntary and you have the right to withdraw at any time.
The expected benefit of participation in the study is to summarize and summarize the results
of the participants in the study. Your interview can have a positive impact in the future.

Benefits of participating in the study

Your interview in the future may help find a positive solution to one of the pressing
problems in our country. The likelihood of finding a radical solution to our research is also
expected through your interview.

Compensation.
You will not receive financial compensation for participating in the study.
You can get acquainted with the research results after the publication of articles and reports.

Confidentiality.
Any information obtained during the study will be strictly confidential. The privacy of
your data will be monitored by the research team. However, complete confidentiality cannot
be guaranteed. With your permission, the data will be stored by audio or video recording and
the data will be aggregated. The data will only be available to the research team and the
project leader. The results are compared and summarized. If we focus on situations that pose a
risk of breaching the confidentiality of data storage, this may be due to a vulnerability in the
server where the information is stored, the hard drive.
 22
BULLYING IN SCHOOL. ITS IMPACT ON THE QUALITY OF EDUCATION

Voluntary Nature of the Study.

You can participate in the study only voluntarily. If you wish to withdraw your
consent to participate in the study, you may withdraw your consent at any time during the
project without giving any reason and without any consequences.

Contact information of the scientific supervisor.

If you have any questions or comments regarding this research project, please contact
the project supervisor:
___________________________________________________________________________
___________________________________________________________________________

Any questions or problems can be sent to the Institutional Committee on Research Ethics of
the Kazakh National Women's Teacher Training University University by e-mail.
 23
BULLYING IN SCHOOL. ITS IMPACT ON THE QUALITY OF EDUCATION
Consent Statement

I, ____________________________________________________________,
(Full name of the research participant)

I give my consent to participate in this research.

The researchers will clearly explain the purpose of the study and background information, and
what my participation in the study will involve.
I know that I am voluntarily participating in the study. I can withdraw my consent at any time,
without any explanation, and this action will not affect me in any way. I understand that the
information obtained during the research will be used confidentially.

Signature:___________________ Date: ___________________

Researcher: __________________________________________________________
(Full name)

Signature:___________________ Date: ___________________

 24
BULLYING IN SCHOOL. ITS IMPACT ON THE QUALITY OF EDUCATION
Ақпаратты келісім үлгісі

Кіріспе.
Сізге «Мектептегі буллинг. Оның білім сапасына əсері» атты зерттеу жобасына
қатысу ұсынылады.
Зерттеу сипаттамасы.
Зерттеудің негізгі мақсаты - мектептегі буллингтің оқушының оқу үлгеріміне
кері əсерін анықтау жəне себептеріне жауап іздеу, сұхбат алу. Сұхбат Алматы облысың
мектебіндегі 8-11 сыныптарға сабақ беретін берген оқытушылардан алынады. Бұл
сұхбат шамамен 30 минуттан көп болуы мүмкін.
Тәуекелдер.
Сұхбатта сезімтал сұрақтар болуы мүмкін. Сіз сұхбат барысында, Сізді
ыңғайсыз ететін кез келген сұраққа жауап беруден бас тарта аласыз. Сіздің
ақпаратыңыз құпия сақталады. Зерттеуге қатысушыға зиян тию қаупі жоғары деңгейде
бақыланады, құпиялылықтың бұзылу қаупінің алдын алып сұхбат анонимді түрде
жарияланады. Зерттеуге қатысу барысында, зерттеуге қатысушының уақытына
құрметпен қаралады. Зерттеуге қатысу өз еркіңізде, Сіз кез келген уақытта бас тартуға
құқылысыз.
Зерттеуге қатысудан күтілетін пайда зерттеуге қатысушылардың нəтижелерін
жинақтап, түйін жасау. Сіздің берген сұхбатыңыз болашақта оң əсерін тигізуі мүмкін.
Зерттеуге қатысудың игілігі
Сіз болашақта берген сұхбатыңыз арқылы еліміздегі түйткілді мəселелердің
бірінің оң шешімін табуға көмегін тигізуі мүмкін. Біздің зерттеудің түбегейлі шешімін
табу ықтималдылығы да, Сіздің берген сұхбатыңыз арқылы күтіледі.
Өтемақы.
Зерттеуге қатысқаныңыз үшін Сізге материалдық өтемақы төленбейді.
Зерттеу нəтижелерімен, Сіз мақалалар мен есептер шыққан соң таныса аласыз.
Құпиялылық.
Зерттеу барысында алынған кез келген ақпарат барынша құпия сақталады.
Сіздің жеке деректеріңізді құпия сақтау зерттеу командасының бақылауында болады.
Алайда толық құпиялылыққа кепілдік беру мүмкін емес. Деректер сіздің
рұқсатыңызбен аудиожазба немесе видеожазба арқылы сақталып, деректер
қорытындыланады. Деректер зерттеу командасына жəне де жоба жетекшісіне ғана
қолжетімді болады. Нəтижелер салыстырылып түйінделеді. Деректерді сақтау
құпиялылығын бұзу қаупін тудыратын жағдайларға тоқталатын болсақ, бұл ақпарат
сақталатын сервердің, қатты дисктің осалдығына байланысты орын алуы мүмкін.
 25
BULLYING IN SCHOOL. ITS IMPACT ON THE QUALITY OF EDUCATION
Зерттеуге қатысу еріктілігі.
Зерттеуге адам Сіз өз еркіңізбен ғана қатыса алады. Егер де Сіз зерттеуге
қатысуға берген келісіміңізден бас тартқыңыз келсе, бұл шешіміңізді жобаның кез
келген уақытында себебін түсіндірместен, ешқандай салдарсыз мəлімдей аласыз.

Ғылыми жетекшінің байланыс деректері.

Осы зерттеу жобасына қатысты қандай да бір сауалдар немесе ой-пікірлер болса,
жобаның ғылыми жетекшісіне хабарласса болады:
___________________________________________________________________________
_________________________________________________________________
Кез келген сұрақтар немесе мəселелерді Қазақ Ұлттық Қыздар Педагогикалық
Университеті Зерттеу əдебі жөніндегі институциялық комитетіне _________________
электронды поштасы арқылы жолдауға болады.
 26
BULLYING IN SCHOOL. ITS IMPACT ON THE QUALITY OF EDUCATION
Келісім туралы мәлімдеме

Мен, ____________________________________________________________,
( зерттеуге қатысушының Т.А.Ж.)

Бұл зертттеуге өз еркіммен қатысуға келісімімді беремін.

Зерттеушілер зерттеу мақсаты мен негізгі ақпаратты, жəне менің зерттеуге қатысуым
нені қамтитын анық түсіндіреді.
Мен, зерттеуге өз еркіммен қатысатынымды білемін. Мен кез-келген уақытта,
ешқандай түсіндірусіз өз келісімімді қайтара аламын жəне бұл əрекеттің маған
ешқандай кері əсері тимейді. Мен, зерттеу барысында алынған ақпараттардың құпия
түрде (конфиденциально) қолданылатынын білемін.

Қолы:___________________ Күні: ___________________

Зерттеуші: ________________________________________________________
(Т.А.Ж.)

Қолы:___________________ Күні: ___________________

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