Examining Factors that Explain the Cyberbullying of University Faculty During the COVID-19 Pandemic
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During the COVID-19 pandemic faculty were forced to transition their classes from face-to-face to virtual modalities. As a result, faculty spend an increased amount of time communicating using technologies in order to perform their academic jobs. Because of this transition faculty became more vulnerable to become cybervictimized in the academic workplace. This study obtained the perceptions of 179 faculty victims in higher education using Qualtrics. Findings revealed that faculty failed to adequately address cyberbullying incidents across relationship types (i.e., peer, administrative). Females were also more likely to be cyberbullied in comparison to males. Personality traits also played a role in being more likely to become victimized. Implications are also offered to prevent future cyberbullying victimization rates in higher education.