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Teachers' perceptions of school admi...

Smith, Sally Hanna.

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Teachers' perceptions of school administrators' responses to bullying behaviors.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teachers' perceptions of school administrators' responses to bullying behaviors./
作者:	Smith, Sally Hanna.
面頁冊數:	122 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.
Contained By:	Dissertation Abstracts International77-02A(E).
標題:	Elementary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3724943
ISBN:	9781339087627

Teachers' perceptions of school administrators' responses to bullying behaviors.
Smith, Sally Hanna.

Teachers' perceptions of school administrators' responses to bullying behaviors. - 122 p.

Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.

Thesis (Ph.D.)--Capella University, 2015.

The goal of this study was to determine if teachers' willingness to refer bullies to the administrator was influenced by their perception of the administrators' openness to referrals, the types of bullying behaviors, and the perceived severity of bullying behaviors. The sample of 184 elementary teachers received The Bullying Attitudes Questionnaire in an effort to collect information to research three hypotheses. The first hypothesis studied the relationship between teachers' perceptions of administrative support and whether or not they sent the bully to the administrator's office or detention; however, the first hypothesis was not supported. The second hypothesis studied the relationship between types of bullying behaviors and the likelihood of sending a bully to the office/detention. Results revealed that teachers are more likely to send a student to the office/detention who displays physical bullying behaviors, followed by verbal bullying and relational bullying. Finally, the third hypothesis studied the relationship between teachers' perceived severity of bullying behaviors and teachers' likelihood to intervene, revealing a significant relationship between teachers' perceived severity of bullying behaviors and their likelihood to intervene. The research revealed that the subjective nature of teachers' decision to report/not report bullying behavior allowed various influences (perceptions of administrators' responses to bullying, types of bullying behaviors, and perceived severity of bullying) to determine how and why the teachers respond to bullying behaviors. Based on the findings, the researcher recommended that all schools include mandatory bullying prevention/intervention training that includes self-efficacy evaluations of reporting/responding to bullying behaviors and perceptions of bullying behaviors evaluations.

ISBN: 9781339087627Subjects--Topical Terms:

641385
Elementary education.

Teachers' perceptions of school administrators' responses to bullying behaviors.
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