Date of Conferral

2021

Degree

Ph.D.

School

Psychology

Advisor

Chester Frank Lesniak

Abstract

AbstractThe purpose of this mixed method study was to evaluate differences in cyberbullying perception and self-efficacy between teachers and parents. The study aimed to determine how teachers and parents reacted to cyberbullying. The importance of examining teacher and parent perception and self-efficacy in addressing cyberbullying determined the significance of intervention. The theoretical framework for the study was Bandura’s social learning theory. The purpose of this mixed method study was to examine the perceptions and self-efficacy of cyberbullying between teachers and parents as measured by the Peer Relations Assessment Questionnaire Revised and the Self-Efficacy Questionnaire. A sample that incorporated perception and self-efficacy of cyberbullying was used to gather data from a middle school setting, and the number of participants was 81, including 20 teachers and 61 parents who completed an online survey through SurveyMonkey.com. Collected participant responses were entered using SPSS and independent t tests were performed. The results indicated that teachers and parents were similar in their perception and self-efficacy of cyberbullying. The results failed to reject the null hypothesis. Although teachers and parents had similar perception and self-efficacy skills, they did not collaborate when cyberbullying occurred, and collaboration would have been more effective. Future research on teacher and parent perception and self-efficacy of cyberbullying from a shared approach has the potential to provide significant insight and possible improvements in cyberbullying intervention. Implications for positive social change are possible by changing a fragmented teacher and parent cyberbullying approach into a cohesive one.

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