<abstract xmlns="http://www.w3.org/1999/xhtml"><p> Bullying is a worldwide concern and erroneous perceptions of the phenomenon could underscore unsustainable interventions. The purpose of this qualitative exploratory case study was to examine, in-depth, how some high school teachers from two schools in New Jersey perceived student bullying. The primary research question was: What perceptions do teachers have about student bullying? The main data were from face-to-face interviews with 14 teachers who answered semi-structured, open-ended questions. Secondary data originated from physical artefacts. The data analysis consisted of four phases. Inductive analysis allowed for the composition of individual cases. Cross-case analysis allowed data classification into three main areas of inquiry aligned with the three secondary research questions (a) bullying and victimisation dynamics as perceived by teachers, (b) adequacy of current interventions, and (c) adequacy of teachers’ professional development for bullying mitigation. The data unveiled inconsistencies between causes of bullying and interventions. It culminated in recommendations for leadership and suggestions for future research.</p></abstract>

Bullying is a worldwide concern and erroneous perceptions of the phenomenon could underscore unsustainable interventions. The purpose of this qualitative exploratory case study was to examine, in-depth, how some high school teachers from two schools in New Jersey perceived student bullying. The primary research question was: What perceptions do teachers have about student bullying? The main data were from face-to-face interviews with 14 teachers who answered semi-structured, open-ended questions. Secondary data originated from physical artefacts. The data analysis consisted of four phases. Inductive analysis allowed for the composition of individual cases. Cross-case analysis allowed data classification into three main areas of inquiry aligned with the three secondary research questions (a) bullying and victimisation dynamics as perceived by teachers, (b) adequacy of current interventions, and (c) adequacy of teachers’ professional development for bullying mitigation. The data unveiled inconsistencies between causes of bullying and interventions. It culminated in recommendations for leadership and suggestions for future research.

Bullying and Victimisation Dynamics in High School: An Exploratory Case Study

Journal of Teacher Education for Sustainability

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

{"article-title":"Bullying and Victimisation Dynamics in High School: An Exploratory Case Study"}

Bullying is a worldwide concern and erroneous perceptions of the phenomenon could underscore unsustainable interventions. The purpose of this qualitative...

Bullying and Victimisation Dynamics in High School: An Exploratory Case Study

Publié en ligne: 16 juin 2017

Pages: 147 - 163

DOI: https://doi.org/10.1515/jtes-2017-0010

Mots clés
bullying, victimisation, dynamics, consequences, intervention, consistency, adequacy, professional development, sustainability

© by Lucy M. George

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Bullying and Victimisation Dynamics in High School: An Exploratory Case Study

Publié en ligne: 16 juin 2017

Pages: 147 - 163

DOI: https://doi.org/10.1515/jtes-2017-0010

Mots clésbullying, victimisation, dynamics, consequences, intervention, consistency, adequacy, professional development, sustainability

© by Lucy M. George

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Mots clés
bullying, victimisation, dynamics, consequences, intervention, consistency, adequacy, professional development, sustainability