Date of Conferral







Arcella Trimble


Parent and Teacher Attitudes Toward Bullying in School


Lidwina Wijtenburg

MA, Walden University, 2008

BS, Florida Atlantic University, 2005

Dissertation Submitted in Partial Fulfillment

of the Requirements for the Degree of

Doctor of Philosophy

School Psychology

Walden University

March 2015

Bullying is a problem in elementary schools and has been shown to negatively affect a student's academic performance, friendships, and attitudes towards bullying. Previous research has indicated that parents' and teachers' attitudes toward bullying and victimization can influence elementary children's views of bullying, yet little research has compared parents' and teachers' attitudes toward these bullying behaviors of children in elementary school. The purpose of the quantitative study was to compare parent and teacher attitudes toward physical and verbal bullying and victimization of these behaviors. Guided by the social cognitive theory, the current study used the Reynolds Bullying Victimization Scales and the seriousness of 6 bullying vignettes to measure the participants' attitudes toward bullying in school. The between subjects design included parents with children in kindergarten through 5th grade (n = 30) and teachers teaching students in these grades (n = 30). Data were analyzed using independent sample 2-tailed t tests and descriptive statistics. Results indicated that teachers rated physical and verbal bullying and victimization from these behaviors more seriously than did parents, but the difference was not statistically significant. Social change initiatives may occur when parents and teachers are aware of each other's attitudes toward bullying and victimization in elementary school, which may facilitate collaborative relationships between the groups, provide a safe environment, and improve children's academic performance and overall well-being.

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