Mobbing, in organizations, is a composition of systematic manners and compose of hostile acts against one individual. The ultimate goal is to inflict stress on an individual that finally leads to his/her resignation from their position unwillingly. In formation of Mobbing, organizational factors are as important as individual factors. This process is very harmful for both individuals and organizations, in fact, its influence is even more deeper when it is applied in educational institutions and the consequences are irreversible.

This research paper aims to analyze the relationships between primary school teacher's perceptions of  Mobbing resulting from the school officials and teacher's self-efficacy perceptions.

This research paper covers the 2009-2010 educational years in Pendik /Istanbul and includes 59 elementary schools and 2552 instructors. 

The survey was performed in 8 schools and was applied to 412 instructors. In the survey, “The relationships between work colleagues” scale was used to measure teacher's perception of the psychological terror; which is carried out by the school officials and colleagues and “Teachers self efficacy” was used to determine the level of self efficacy

The data was analyzed with "Percentage, Arithmetic average, Standard deviation, Correlation, Kolmogorov-Smirnov (K-S), Kruskal Wallis and Mann Whitney-U" statistical methods.

The survey is composed of various levels and sub-stages

1- Mobbing, Administrators and Colleagues is covered in two separate groups

2- Social status, assaults directed to the profession, quality of living standards and assaults directed to individuals is covered in two separate dimensions.

3- Instructor self efficiency is covered in five separate dimensions.

In accordance with the general guidelines of this study, the teacher's level of perceptions of the terrorizing acts that are carried out by the school officials was examined; a correlation was established between Mobbing and Self-efficacy and then examined the effect of Mobbing on self efficacy considering individual characteristics. 

In summary, instructor’s response rate in the sampling to the psychological terror applied by the school officials and colleagues is very low but level of self efficacy is found to be very high. The relationship between these two subjects is very little and there is usually a shift from one situation to another that is completely the opposite of the prior and conveys a negative meaning that is directly expressed in teacher's response to the situations.

It has been determined that Mobbing that has been forcefully carried out by the school officials and varies depending on some conditions such as age, gender, branch, type of work, number of years spent in the same school and number of years under the same administration, whereas, Mobbing that has been forcefully carried out by other colleagues varies depending on branch, type of work and number of years under the same administration.

Mayhew, C., McCarthy, P., Chappell, D., Quinlan, M., Barker, M. & Sheehan, M. (2001). Measuring the extent of impact from occupational violence and bullying on traumatised workers. Employee Responsibilities and Rights Journal, special issue focused on "The traumatized worker". Niedl, K. (1996). Mobbing and well-being: Economic and personnel development implications. European Journal of Work and Organizational Psychology, 5(2), 239-249. Vartia, M. (1996). The sources of bullying-Psychological work environment and organizational climate. European Journal of Work and Organizational Psychology, 5(2), 203-215. Zapf, D. (1999). Mobbing in Organisationen. Ein Überblick zum Stand der Forschung [Mobbing in organisations. A state of the art research review]. Zeitschrift für Arbeits- & Organisationspsychologie, 43, 1-25. Zapf, D., Knorz, C. & Kulla, M. (1996). On the relationships between mobbing factors, and job content, social work environment and health outcomes. European Journal of Work and Organizational Psychology, 5(2), 215-238.