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Elementary and middle school teacher...

Gibson, Wilma A.

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Elementary and middle school teachers' perceptions of bullying.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Elementary and middle school teachers' perceptions of bullying./
作者:	Gibson, Wilma A.
面頁冊數:	96 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-10, Section: A, page: 3550.
Contained By:	Dissertation Abstracts International64-10A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3110113

Elementary and middle school teachers' perceptions of bullying.
Gibson, Wilma A.

Elementary and middle school teachers' perceptions of bullying. - 96 p.

Source: Dissertation Abstracts International, Volume: 64-10, Section: A, page: 3550.

Thesis (Ph.D.)--Georgia State University, 2003.

Bullying has emerged as a serious threat to school safety. Viewed by many as normal behavior, there is nothing normal about the psychological and physical effects of being bullied. Yet research suggests that teachers often do not notice bullying behavior. A research base suggests that teachers, just as society in general, may be operating under preconceived ideas and a belief system that views bullying as normal behavior or a <italic>rite of passage </italic>. It is crucial that schools reassess how teachers respond to bullying behavior. This study seeks to understand why teachers do not recognize bullying and from what belief system they might be operating.Subjects--Topical Terms:

626645
Education, Administration.

Elementary and middle school teachers' perceptions of bullying.
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245 1 0 $a Elementary and middle school teachers' perceptions of bullying.
300 $a 96 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-10, Section: A, page: 3550.
500 $a Adviser: Alfred McWilliams.
502 $a Thesis (Ph.D.)--Georgia State University, 2003.
520 $a Bullying has emerged as a serious threat to school safety. Viewed by many as normal behavior, there is nothing normal about the psychological and physical effects of being bullied. Yet research suggests that teachers often do not notice bullying behavior. A research base suggests that teachers, just as society in general, may be operating under preconceived ideas and a belief system that views bullying as normal behavior or a <italic>rite of passage </italic>. It is crucial that schools reassess how teachers respond to bullying behavior. This study seeks to understand why teachers do not recognize bullying and from what belief system they might be operating.
520 $a A questionnaire was created to survey teachers in a large, urban school district with a student population comprised of diverse cultures and ethnicities. Responses were received from 266 teachers in three elementary and middle schools. The majority of the teachers were female and taught at the middle school level.
520 $a Middle school teachers reported bullying at their school, but denied bullying in their classrooms. Females viewed physical bullying as more serious than males did. Males bullying males or females is viewed as normal or expected behavior, while females bullying males is not accepted as normal behavior. Males did not consider social isolation as a form of bullying, whereas females did. Teachers with the least amount of knowledge about bullying did not view it as a serious problem. Considering recent media attention that links some school violence to incidents of bullying, this belief is a concern. Respondents saw themselves intervening only after students had been referred to counselors and administrators. They did not see themselves as a first line of defense when dealing with children even though many incidents of bullying may occur in the classroom.
520 $a Training is imperative so that teachers can become more knowledgeable about bullying. Teacher beliefs or myths have to be addressed in teacher training. If teachers are made aware of how their beliefs may hinder a response to bullying, they may be more likely to intervene when bullying occurs in their presence.
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