Date of Conferral
2020
Degree
Ph.D.
School
Criminal Justice
Advisor
Marisa Bryant
Abstract
Bullying has grown attention since the Columbine High School shooting; in April, 1999. Throughout the years, there has been an increase in aggressive behaviors including via the Internet across school districts in the United States. There was a gap in the literature regarding whether bullying-related school policies are enforced during school hours. The purpose of this qualitative study was to explore the perceptions of middle school teachers about bullying. This study was steered by Husserl's phenomenological theory. Five middle school teachers were interviewed to gather information regarding their experiences with and perceptions of bullying based on behaviors and school policy issues. Research questions focused on the knowledge of theses teachers'-and their perceptions to gather information to help prevent bullying. Four major themes emerged from the data: (a.) essential training in defining bullying, (b) physical and verbal behaviors, (c) school policy for managing bullying, and (d) total support from parents and school. This research may stimulate positive social change by ensuring that school policies will be enforced throughout school systems so that students will trust the school environment and experience a safer learning institution.
Recommended Citation
Clagon, Angelena Elizabeth, "Teachers' Perceptions of Bullying and School Policy Enforcement" (2020). Walden Dissertations and Doctoral Studies. 9341.
https://scholarworks.waldenu.edu/dissertations/9341
