Invisible pressure: a qualitative study of parental mobbing experienced by preschool teachers

This study aims to examine parental mobbing behaviors directed toward preschool teachers and to explore the effects of these behaviors on teachers. Employing a qualitative research method, the study analyzes the characteristics of parents who engage in mobbing, the definitions, the causes, the impacts, and coping strategies related to mobbing based on teachers' lived experiences. The study group consisted of 17 female preschool teachers. The findings indicate that teachers who were exposed to mobbing were predominantly early-career or moderately experienced professionals. According to participants' accounts, mobbing behaviors were more frequently exhibited by female parents. In addition, parents with both low and high educational levels were prone to mobbing, driven by distinct contextual motivations, those with a small number of children, high-income parents were found to be more prone to engaging in mobbing behaviors toward teachers. Teachers identified several key factors contributing to mobbing, including difficulties in setting boundaries with parents, lack of administrative support. Mobbing behaviors reported by teachers included being perceived as caregiver, interference in classroom practices, phone harassment, verbal abuse, and threatening language. The most commonly reported effects of mobbing on teachers were fear of job loss, obsessive thoughts, and increased stress levels. Regarding coping strategies, seeking mediation from school administrators was the most frequently used approach, followed by face-to-face communication. Other strategies included changing communication styles and setting clearer boundaries. Overall, parental mobbing experiences create significant individual and institutional consequences, negatively affecting teachers' professional motivation and overall quality of life. The findings highlight the urgent need for the development of policies and practices aimed at preventing mobbing in educational settings and strengthening support mechanisms for teachers.