Abstract:
The major objective of this study was to investigate the dynamics of bullying and its associated
outcomes among high school students, in Edeget Felege High School in Gondar City. The
researcher used mixed research approach design in this study. The study used a convergent
parallel design, where both quantitative and qualitative data were collected simultaneously and
analyzed separately, then compared to provide a comprehensive understanding of bullying. The
total populations of the study were 2200 secondary school students from grade 9 through 12
found in Edeget Felege High School in Gondar City. Among them 210 samples; 117 girls and 93
boys were recruited. The sample size was determined by using Yamane formula and the samples
were selected using stratified random sampling based on their sex, grade level and sampling was
done on the basis of proportion. On the other hand, teachers and students were selected for
gathering qualitative data using purposive sampling. Questionnaire was utilized to collect
quantitative data from 2200 sample students of grades nine through twelve. In addition,
qualitative data from participated teachers and students were collected to triangulate and
support quantitative findings. The data were summarized using descriptive statistics like,
frequency, percentage and mean and weighted mean, while qualitative data by thematic analysis.
Findings revealed that 83.3% of respondents observed bullying, with 84.2% of reported bullies
being male students, indicating a high level of male involvement. Additionally, 24.8% of
respondents admitted to bullying others, and classrooms emerged as the primary hotspot for
incidents. Qualitative data confirmed that victims experienced lower school attendance and class
participation, alongside reduced socialization. These results underscore the persistent nature of
bullying and its high impact on academic performance and attendance. The study recommends
implementing comprehensive anti-bullying policies at Edeget Felege High School, encompassing
education, support systems, and prevention strategies to foster a safe and inclusive learning
environment, ultimately urging school principals and administrations to prioritize bullying
prevention and awareness creation.
