Gender and Personality as Predictors of Bullying in Primary Schools: Evidence from Some Schools in Sekota Town, Amhara National Regional State

Abstract

Bullying is a recent subject of study in Ethiopia. The present study
investigated if gender and the big five personality traits independently, jointly,
and their interaction predict bullying among primary school students. The
study followed a correlational design and involved 204 students drawn from
three randomly selected primary schools in Sekota town, Amhara National
Regional State, Ethiopia. These 204 students were identified as perpetrators
of bullying with different roles (bullies, assistants, and reinforcers) based on
nominations from peers. Data on respondents’ personality and level of
bullying were collected using close ended questionnaires. Multiple linear
regression was used to analyze data. Results revealed that gender and
personality and their interaction taken together explained 34.4% of the
variance in bullying. Except for agreeableness all the big five personality traits
predicted bullying. However, there were gender differences in the role of
conscientiousness in predicting bullying. Thus, based on the findings it can be
concluded that gender and personality are important precursors of bullying.
Following the conclusion several recommendations were forwarded among
which is initiating conversations with students about the nature of bullying, its
consequences, and how to tackle bullying behavior