Bullying Victimization and Self-Efficacy among Students in Kokebe Tsibah Secondary School Students
| dc.contributor.advisor | Assefa Berihun (PhD) | |
| dc.contributor.author | Nitsuhalem Teshome | |
| dc.date.accessioned | 2025-06-18T08:12:22Z | |
| dc.date.available | 2025-06-18T08:12:22Z | |
| dc.date.issued | 2024-06 | |
| dc.description.abstract | This research aims to explore the intricate relationship between bullying victimization and self-efficacy among students at Kokebe Tsibah Secondary School in Addis Ababa, Ethiopia, addressing a significant gap in the literature specific to the Ethiopian context. The study seeks to understand how various forms of bullying, including physical, verbal, and cyberbullying, influence students' self-efficacy and overall well-being, considering the unique cultural and social dynamics present in the Ethiopian educational landscape. Utilizing a mixed-methods approach, the research combines quantitative analysis through regression techniques and qualitative insights from student interviews. A representative sample of students from grades 9 to 12 was examined to ensure comprehensive data collection and analysis. The study involves (1) a quantitative evaluation of the correlation between bullying and self-efficacy using statistical analysis, (2) qualitative thematization and categorization of interview responses to explore students’ personal experiences and perceptions of bullying, and (3) examination of the effectiveness of coping mechanisms and existing interventions within the school environment. The quantitative analysis revealed no statistically significant relationship between bullying and self-efficacy; however, qualitative narratives indicated varied impacts on emotional well-being and academic performance. Students highlighted inconsistencies in teacher intervention and expressed a need for more effective anti-bullying measures. The findings underscore the importance of culturally-sensitive interventions and the essential role of educators and community in mitigating bullying's impacts. The research concludes that while bullying does not significantly predict self-efficacy statistically, it adversely affects students' well-being and academic success. Recommendations include implementing comprehensive anti-bullying policies, enhancing teacher training, fostering inclusive cultures, and promoting community involvement to address bullying and support student empowerment. Key Terms: Bullying Victimization, Self-Efficacy, Ethiopian Schools, Mixed-Methods, Student Well-being. | |
| dc.identifier.uri | https://etd.aau.edu.et/handle/123456789/5587 | |
| dc.language.iso | en | |
| dc.publisher | Addis Ababa University | |
| dc.subject | Bullying Victimization | |
| dc.subject | Self-Efficacy | |
| dc.subject | Ethiopian Schools | |
| dc.subject | Mixed-Methods | |
| dc.subject | Student Well-being. | |
| dc.title | Bullying Victimization and Self-Efficacy among Students in Kokebe Tsibah Secondary School Students | |
| dc.type | Thesis |