A Qualitative Analysis of Teacher Reported Bullying Incidents
Location
PARB 127 (First Floor)
Proposal Track
Research Project
Session Format
Presentation
Abstract
Teachers are key to bullying prevention in schools. They are often the first and only response to situations in the classroom. This presentation examines incidents of teacher reported bullying in elementary and middle school. In this qualitative analysis, we used the CDC definition to examine bullying behavior documented by teachers to determine 1) how teachers are defining bullying when documenting incidents and 2) what type of behaviors are teachers documenting as bullying behaviors. A total of 228 incidents were identified from the data. Overall, we found that males were three times more likely to have documented incidents of bullying and that bullying was reported in the classroom more than any other setting. When describing a bullying incident, teachers used “Peer Who Is Not a Sibling” (98%) the most often and “Power Imbalance” (2.6%) the least. The type of bullying documented the most was verbal aggression. Implications and future directions are discussed.
Keywords
Bullying, Behavior Management, Data Management
Professional Bio
Dr. Eric Landers earned his Ph.D. from the University of Florida with an emphasis on children with Emotional and Behavioral Disorders (EBD). He has worked as a classroom teacher for students with EBD, a professor at West Virginia University and Georgia Southern University, and as an independent consultant for supporting school improvement initiatives. Dr. Landers focus is in the areas of bullying, responding to challenging behaviors, teacher job satisfaction, and school-wide PBIS. He has served as the Co-Director of the BSED, MAT, and MED Special Education Programs at Georgia Southern University and the founder/director of the Southeast Conference on School Climate.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Landers, Eric; Howerter, Catherine; and Harris, Kymberly, "A Qualitative Analysis of Teacher Reported Bullying Incidents" (2022). Georgia Educational Research Association Conference. 20.
https://digitalcommons.georgiasouthern.edu/gera/2022/2022/20
A Qualitative Analysis of Teacher Reported Bullying Incidents
PARB 127 (First Floor)
Teachers are key to bullying prevention in schools. They are often the first and only response to situations in the classroom. This presentation examines incidents of teacher reported bullying in elementary and middle school. In this qualitative analysis, we used the CDC definition to examine bullying behavior documented by teachers to determine 1) how teachers are defining bullying when documenting incidents and 2) what type of behaviors are teachers documenting as bullying behaviors. A total of 228 incidents were identified from the data. Overall, we found that males were three times more likely to have documented incidents of bullying and that bullying was reported in the classroom more than any other setting. When describing a bullying incident, teachers used “Peer Who Is Not a Sibling” (98%) the most often and “Power Imbalance” (2.6%) the least. The type of bullying documented the most was verbal aggression. Implications and future directions are discussed.
