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.