Cyberbullying of university faculty: An examination of prevalence, coping, gender, and personality factors

• Published in: Computers in human behavior 2024-06, Vol.155, p.108186, Article 108186
• Main Authors: Salazar, Leslie Ramos, Weiss, Adam, Yarbrough, Jillian Williamson, Sell, Katelynn M.
• Format: Article
• Language: English
• Subjects: Big 5 personality traits; Faculty; Gender differences; Higher education; Workplace cyberbullying
• ISSN: 0747-5632; 1873-7692
• DOI: 10.1016/j.chb.2024.108186

Workplace cyberbullying is a significant problem in higher education institutions. This paper examines faculty self-reports based on victimization, coping, gender, and the Big 5 Personality traits. A cross-sectional survey was distributed via Qualtrics to obtain the perceptions of 179 faculty members. Prevalence results indicated that faculty victims experienced cyberbullying from colleagues/peers, administrators, staff, students, and external members. Results also demonstrate that university faculty are unaware of resources to address cyberbullying. The study found evidence of gender differences in cyberbullying victimization in higher education. Agreeableness and neuroticism were also related to experiencing workplace cyberbullying. The article concludes with a discussion of the study's implications and potential areas of future research. •Most faculty experienced cyberbullying from colleagues/peers, administrators, and students.•Cyberbullied faculty are not likely to report the incident, which make it difficult to be addressed in the future.•Females are more likely to experience cyberbullying across relationship types in comparison to male faculty members.•The personality traits of agreeableness and neuroticism related to workplace cyberbullying.