This action research study investigated teachers' perception of bullying and bullying training. It also examined the effects the Bully Busters training had on the bullying knowledge, skills, and self-efficacy of teachers and teacher assistants. A mixed method approach, which included a pre-experimental design and interviews were used to collect data. Conventional content analysis and the SPSS program were used to analyze data. A paired sample t-test and descriptive statistics were conducted to compare results from the pretest and posttests. Results of this study found a significant increase in the scores from the pretest to the posttest regarding the knowledge, skills, and self-efficacy of teachers after receiving the Bully Busters training. The study also found an increase in overall scores for seven of the eight modules, with scores for one module remaining the same. This study found that the majority of the teachers perceived bullying to be an issue within their school and believed addressing bullying is their responsibility.
|Commitee:||Suarez, Zulema E., VanCleave, Diane|
|Department:||Harold Abel School of Social and Behavioral Sciences|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 74/11(E), Dissertation Abstracts International|
|Subjects:||Behavioral psychology, Social work, Teacher education|
|Keywords:||Action research, Bullying, Elementary school, Rural education, Teacher training, Training|
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