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ERIC Number: ED524227
Record Type: Non-Journal
Publication Date: 2010
Pages: 141
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1241-6241-6
Teachers as Bystanders: The Effect of Teachers' Perceptions on Reporting Bullying Behavior
Uale, Beth P.
ProQuest LLC, Ed.D. Dissertation, University of Southern California
This paper examines the role of educators as it relates to the reporting process of bullying incidents. Since bullying behaviors have negative effects on student health and educators have regular contact with students, this study looks at teacher perceptions of bullying behaviors and how these perceptions influence the reporting process. Using the theoretical framework of bystander behavior by Latane and Darley (1970), the purpose of this study was to examine the teachers' bystander experience by: (1) looking at how teachers interpreted an incident as a problem--in this case that was accomplished by examining the bullying behaviors teachers considered "actionable"; (2) determining whether educators felt responsible for dealing with bullying incidents by gathering data that revealed teacher reporting habits regarding "actionable" behaviors; and (3) exploring available resources and tools for intervention by examining the school climate, the personal characteristics of the teacher and other influences on the reporting process. Data for this study was collected through a questionnaire using educators from public elementary and middle schools in the State of Hawai'i. A total of 195 surveys were used for data analysis. The results found that teachers did not agree on which behaviors should be reported. Gender differences were found regarding which bullying behaviors teachers considered more serious. Physical and verbal behaviors were considered more actionable than social behaviors. Teachers' views on the severity of verbal and social bullying behaviors did not match their data on reporting. In many classrooms, verbal and social bullying often went unreported. Factors such as the location of the incident and the physical state of the victim affected the intervention process. Many teachers in Hawai'i have not had formal training to handle bullying problems. Some of the schools that participated in the study have school policies for behavior, yet many of the teachers believe that the schools do not enforce these policies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A