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ERIC Number: ED524240
Record Type: Non-Journal
Publication Date: 2010
Pages: 172
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1243-9633-0
Teachers' Responses to Bullying Situations: The Elements that Influence Intervention
Beebout-Bladholm, Toni M.
ProQuest LLC, Ph.D. Dissertation, Capella University
Bullying and teacher's perception of student's behaviors play a large role in the interaction that teachers have with learners. Understanding the impact of bullying and teacher intervention can guide future programs and aid in professional development in rural areas. A nonexperimental, cross-sectional, correlational study of K-12 licensed staff in a rural Minnesota was conducted to learn more about the presence of relational aggression in rural areas and the role that staff members play in creating a positive school environment. This study compared data from a similar study conducted by Dr. Janet Jordan (2007) "Factors that influence teacher responses to bullying situations" to the perceptions of teachers in a different part of the country (rural). Teachers K-12 were surveyed and data were collected to gauge the empathy and intervention skills and abilities in comparison to other educational professionals. The literature review took into account the development of aggressive behaviors in children, the implications of aggressive behaviors on children and young adults, and finally the impact of appropriate interventions. In addition, a brief overview of current programs is included to support professional development. This study found a relationship between teachers surveyed in this study and the study replicated. It also found that teachers were more inclined to intervene based on empathy for the victim and perceived seriousness of the bullying situation. Teachers in a rural school system were more likely to intervene if they perceived the bullying situation to be physical and slightly less likely to intervene if they perceived the bullying situation to be social. These results are similar to the results found in the replicated study conducted by Jordan in 2007. These findings support that more professional development could aid educators in intervening in all types of bullying situations regardless of the type of bullying and the empathy and seriousness perceived. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A