Dissertation/Thesis Abstract

Elementary school teachers' perceptions of bullying and antibullying curriculum: A qualitative case study
by Moosai, Vikaash, Ph.D., Florida Atlantic University, 2014, 185; 3691820
Abstract (Summary)

Numerous studies examining bullying among elementary school students and anti-bullying curricula and programs are available in educational literature. However, little research examines the perceptions of elementary teachers and guidance counselors regarding implementing the curriculum. To address this gap in the literature, my case study focused on three elementary schools and 21 participants (18 teachers and three guidance counselors) in South Florida and their perceptions on bullying and the antibullying curriculum implemented during the 2011 school year. The data collected included approximately 50 hours of interviews and the disaggregation of each school’s discipline summary report.

There were two major themes that emerged from the study. The first theme (elementary school bullying) addressed the individuals responsible for addressing bullying, the outcomes of bullying, the characteristics of a bully, the locations of bullying, and the reasons why bullying occurs. The second theme (elementary school anti-bullying curricula) addressed the professional development offered and what is needed, the components within an anti-bullying curriculum and what is needed, and the ways in which special needs students are addressed through an anti-bullying curriculum.

There are three major conclusions that can be drawn from this research. First, the participants believed that children learn bullying behaviors from the many influential factors surrounding their everyday lives. Second, there are several components that the participants identified as necessary for an anti-bullying curriculum that could be addressed through social studies and everyday life skills. Finally, professional development must be offered to all stakeholders so that there is consistency in the implementation of the schoolwide initiative.

It is unknown as to the origins of bullying. Some may believe that it starts in elementary schools and builds into an international problem. Others may view bullying as a global problem that trickles down into the elementary schools. Regardless of belief, the need for addressing elementary school bullying bounces from one individual to the next. Who will notify the parents? Who will train the teachers? Who will educate the school officials? Who will educate those at the state level? Which curriculum should be used to address the problem of elementary school bullying?

Indexing (document details)
Advisor: Hyslop-Margison, Emery
School: Florida Atlantic University
School Location: United States -- Florida
Source: DAI-A 76/08(E), Dissertation Abstracts International
Subjects: Educational evaluation, Elementary education
Keywords: Anti-bullying curriculua, Bullies, Teacher perception
Publication Number: 3691820
ISBN: 978-1-321-66602-1
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