Abstract
<title>Abstract</title> <p>This study aims to examine high school teachers' perceptions of peer bullying, their attitudes toward bullies and victims, and their intervention experiences. The study employed a qualitative research design, and the data were analyzed through content analysis. The study group consisted of 25 subject teachers working in different cities and different types of high schools in Türkiye. Data were collected through semi-structured interviews. The findings revealed that teachers predominantly defined peer bullying in terms of verbal, physical, and emotional forms, whereas cyberbullying and sexual bullying were mentioned less frequently. Most teachers were able to distinguish peer bullying from peer conflict and defined bullying in terms of power imbalance, one-sidedness, and persistence. The findings also indicated an asymmetrical pattern in teachers' attitudes toward bullies and victims. While teachers tended to approach victimized students in a more protective and supportive manner, they were more likely to develop negative and punitive reactions toward students who engaged in bullying behavior. Regarding intervention strategies, individual conversations, supportive responses, and collaboration with school counseling services and school administration emerged as the most common practices. However, difficulties in family cooperation, dysfunctional teacher approaches, normalization of bullying, and the difficulty of monitoring social media were identified as major barriers to effective intervention. Overall, the study suggests that teachers' knowledge, attitudes, and intervention practices regarding bullying are shaped through their interaction with cultural, institutional, and structural contexts, offering a context-sensitive contribution to the bullying literature from a collectivist setting such as Türkiye.</p>