Dissertation
Teacher recognition and attitudes toward student-on-student bullying
Doctor of Education (Ed.D.), Drexel University
Jun 2013
DOI:
https://doi.org/10.17918/etd-4163
Abstract
Bullying in the schools is a pervasive issue and has been attributed to a myriad of highly publicized incidents of school violence. This quantitative study informs bullying intervention design by examining one component of the ecological system inside schools in regard to bullying: the teacher. This study examined the attitudes of teachers with regard to student-on-student bullying as well as their ability to recognize student-on-student bullying behavior. The study examined multiple school districts that shared similar demographic constitutions in two Northeastern California counties. A population of 4,418 7th-12th grade teachers was identified for the study with 558 participating. The study found that a relatively high number of participants (31.9%) did not recognize bullying behaviors. Additionally the study found that teachers attitudes toward student-on-student bullying vary by a surprising degree. Lastly the study found that a number of participants found bullying to be not a serious problem or even beneficial.
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Details
- Title
- Teacher recognition and attitudes toward student-on-student bullying
- Creators
- Curtis Lee Borton - DU
- Contributors
- Salvatore Falletta (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 4163; 991014632937204721