The Teacher and the Anti-Bullying Policy: Teachers' Attitudes and Beliefs Toward Bullying
Open Access
Author:
Temkin, Deborah A
Graduate Program:
Educational Theory and Policy
Degree:
Master of Arts
Document Type:
Master Thesis
Date of Defense:
July 14, 2009
Committee Members:
Scott David Gest, Thesis Advisor/Co-Advisor Dana Lynn Mitra, Thesis Advisor/Co-Advisor Scott David Gest, Thesis Advisor/Co-Advisor Gerald K Letendre, Thesis Advisor/Co-Advisor
Keywords:
bullying policy
Abstract:
This paper employs mixed-methods to explore teachers’ attitudes towards and definitions of bullying in a district with a comprehensive anti-bullying policy. Previous research surrounding teacher attitudes towards bullying has shown a significant difference in teachers’ interpretation of relationally aggressive behaviors as “bullying” as well a significant difference in how detrimental teachers perceive relationally aggressive behaviors to be, as compared to physical and verbal forms (Baumen & Del Rio, 2006; Craig, Henderson, & Murphy, 2000; Nicolaides, Toda & Smith, 2002; Yoon & Kerber, 2003). Unlike previous research, which was either conducted outside the United States or with pre-service, the present study involves current teachers from a large urban district in Pennsylvania that has a district-wide anti-bullying policy containing relational- and cyber-bullying in its definition. Results show that despite the district policy, teachers show significant differences in labeling as bullying and perceptions of seriousness for relational bullying compared to all other forms. Possible reasons why these differences in teachers’ definitions exist despite the policy were also explored through follow-up semi-structured interviews.
