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This study is intended for identification of mobbing behaviors that teachers experience at schools, the underlying reasons for mobbing, their consequences and persons imposing mobbing and for introduction of solutions in line with teachers’ opinions in order to avoid mobbing behaviors. This study is a case study that addresses case- specific factors in qualitative research by means of an integrated approach. The workgroup is composed of 37 teachers that worked in Kilis during the 2013-2014 school year. During the research, a semi-structured interview method has been adopted among others. Descriptive, content and frequency analysis methods have been applied for data analysis. For data analysis, ATLAS.ti 6 has been used as a software. Based on the comments from teachers, the most common mobbing behaviors inflicted upon them at schools are: disregarding ideas and opinions, talking behind someone’s back, interrupting and ignoring him/her usually. It has been determined that school administrators are the most common persons imposing mobbing. Meanwhile, the impact of mobbing on teachers is: reduced commitment to the school, unhappiness, lack of confidence in the school and depression. Throughout the research, it has been revealed that the underlying reasons for demonstrating mobbing behaviors are: the administrator’s concern for losing his/her authority, his/her ambition for acknowledgement of his/her demands and the political and union factions at the school. In order to prevent mobbing behaviors at schools, administration should be merit-based, the administrators should receive in-service training for management of human relations and they should be aware of the legal rights of the teachers under such circumstances.

School, Teacher, Mobbing Behaviors.

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