PERTANIKA JOURNAL OF SOCIAL SCIENCES AND HUMANITIES

Bullying among school-aged adolescents is a pervasive issue. This study aims to examine the predictive impacts of bullying experiences and teacher support on life satisfaction among adolescents, as well as the moderating role of teacher support on the relationship, in the Malaysian context. In Malaysia, 417 school-going adolescents aged 14 to 16 years (Mage=14.78) participated in this study. Participants were recruited using a two-stage cluster sampling method, followed by a purposive sampling method from Selangor, Malaysia. Utilising survey questionnaires, we collected data on bullying experiences via the Personal Experience Checklist, teacher social support using the Child and Adolescent Social Support Scale, and life satisfaction via the Student’s Life Satisfaction Scale in secondary schools. Findings suggested that both bullying experiences and teacher support contribute to life satisfaction. Teacher support moderates the relationship between bullying experiences and life satisfaction. The relationship between bullying experiences and life satisfaction was significant when the teacher support level was low and average. This study expands the knowledge of developmental psychology in bullying issues in understanding the complex relationships among bullying experiences, teacher social support and life satisfaction among adolescents in Malaysia. Our findings hold substantial promise for various stakeholders, including educators, school administrators, parents, mental health practitioners, and policymakers, in fostering the development of more effective interventions, strategies, and policies aimed at supporting adolescents in confronting bullying issues while tackling the challenging issue of bullying from a holistic perspective.

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