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ERIC Number: ED567354
Record Type: Non-Journal
Publication Date: 2013
Pages: 78
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-9670-8
Differing Perspectives of Bullying between Teachers and Students in Oklahoma Schools
De La Rosa, Christina Marie
ProQuest LLC, Ph.D. Dissertation, Oklahoma State University
Over the past several years, school bullying has received an increasing amount of media attention. The varying definitions and perceptions of bullying can make it difficult to identify and implement change. Researchers suggest that teachers have a difficult time identifying bullying, but not defining it. Specifically, teachers tend to overlook indirect bullying. Younger students are likely to engage in direct bullying but as they get older, indirect bullying behaviors emerge. The researcher compared teachers and students' (in 3rd, 5th, 7th, and Overall) views on the following four concepts: the destructiveness of bullying, if bullying is a problem the classroom, if bullying is a problem in the school, and the frequency bullying is reported to adults. Teachers and students were surveyed throughout the state of Oklahoma, covering all regions. The sample included 7,848 students and 689 teachers. The researcher found statistically significant differences for each research question. Overall, teachers viewed bullying to be more destructive than students did. Teacher and student perceptions were statistically different at every grade level in regard to whether students reported bullying to adults. That is, teachers believed children reported bullying more often than the children actually reported. Older children saw bullying worse at the school level than teachers did. Lastly, teachers viewed bullying as more of a problem in the classroom than children did. The researcher recommends teachers and administrators receive bullying prevention and intervention training in order to become effective at reducing bullying. [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 Education; Secondary Education; Grade 3; Primary Education; Early Childhood Education; Grade 5; Intermediate Grades; Middle Schools; Grade 7; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oklahoma