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ERIC Number: ED549050
Record Type: Non-Journal
Publication Date: 2012
Pages: 132
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-5357-3
ISSN: N/A
Perceptions of Adult to Student Bullying in Secondary School Settings
Boyle, Ricki M.
ProQuest LLC, Ph.D. Dissertation, Marywood University
Despite the volumes of research on peer-to-peer bullying little research has been done regarding teacher to student bullying. Educational professionals recognize that bullying and intimidation have a negative effect on school climate. The purpose of the study was to explore the prevalence of teacher to student bullying in secondary schools from the perspective of the adults in the building. Secondary teachers in nine rural districts completed the study survey regarding teacher behaviors they observed in their schools. The characteristics of bullying and non-bullying teachers, perceived causes of bullying by teachers, and the impact that being bullied as a child has on teacher behavior and judgment were explored. Causes of teacher bullying were evenly distributed between individual/personal issues; work related issues; and, systemic/management issues. The findings indicated a need for a teacher evaluation system that addresses adult bullying; strong bully prevention policies and procedures in schools; and, training and professional development in classroom management and bullying prevention awareness. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A