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ERIC Number: ED554854
Record Type: Non-Journal
Publication Date: 2010
Pages: 127
Abstractor: As Provided
ISBN: 978-1-3031-3159-2
Exploring How Teachers' Personal Experiences with Childhood Bullying Influence Their Response to Student Bullying
Lay, Debra J.
ProQuest LLC, Ed.D. Dissertation, University of Phoenix
The results of the study provided a unique perspective of 20 teachers and how their personal childhood bullying experiences influenced their response to student bullying. Teachers who participated in this study acknowledged that they had a heightened awareness of student bullying, felt their positive attitude was due to their Olweus training as well as a sensitivity towards students who are bullied, indicated that they were aware of the negative impact on their self-esteem, and identified the role empathy played in their response to student bullying. The question of self-efficacy in fourteen participants (70 percent) was an alarming emergent theme in teachers' response to student bullying. Although fifteen participants (75 percent) responded in a proactive way, the participants' self-confidence in stopping bullying altogether remained an issue. The benefits of responding to bullying, according to the participants, included stopping the cycle so as the student being bullied would not bully others, and these same participants felt that responding to bullying helped to build trust between teachers and students. The results of the study provide a framework of recommendations for educational leaders, policy makers, guidance counselors, school psychologists, and teachers. [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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A