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MIDDLE SCHOOL TEACHERS’ PERCEPTIONS OF CYBERBULLYING
by
Tolulope Omolara Noah
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2012
Copyright 2012 Tolulope Omolara Noah
Object Description
| Title | Middle school teachers' perceptions of cyberbullying |
| Author | Noah, Tolulope Omolara |
| Author email | forsavior@aol.com;ForSavior@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2012-06-06 |
| Date submitted | 2012-07-12 |
| Date approved | 2012-07-13 |
| Restricted until | 2012-07-13 |
| Date published | 2012-07-13 |
| Advisor (committee chair) | Burch, Patricia E. |
| Advisor (committee member) |
Anderson, Lauren Dwyer, David C. |
| Abstract | The prevalence of digital technology amongst today’s youth has expanded the ways in which they can interact with each other. One negative form of interaction that has emerged is cyberbullying, where youth bully each other through digital and online tools. While several studies have examined students’ and preservice teachers’ perceptions of cyberbullying, there is a critical gap in the research literature about inservice teachers’ perceptions of cyberbullying. Thus, the aim of this exploratory research study was to investigate middle school teachers’ knowledge of cyberbullying, their experiences managing cyberbullying, their concerns about and confidence to address cyberbullying, and their perceptions of their role in preventing and responding to cyberbullying. The study was conducted at a public middle school (6th-8th grade site) within a suburban school district in the Western region of the United States. A qualitative case study approach was employed. In-depth interviews were conducted with six middle school teachers and three school leaders at the middle school using semi-structured interview protocols. The data from the interviews was read and coded to identify the predominant themes. In addition, seven school/district policy documents were analyzed for their inclusion of cyberbullying-specific policies and procedures. The data from the teacher interviews, school leaders interviews, and document analysis resulted in five key findings. First, teachers lack knowledge of the prevalence of cyberbullying on campus. Second, teachers lack knowledge of the school’s procedure for handling cyberbullying. Third, teachers have had varied experiences managing cyberbullying. Fourth, teachers are more confident that they can identify cyberbullying than manage it. Lastly, teachers perceive themselves as having a definite role in preventing and responding to cyberbullying. Based on these findings, the following five recommendations for practice were made: conducting a school-wide cyberbullying assessment, providing cyberbullying professional development/training to teachers, developing a comprehensive cyberbullying procedure, including cyberbullying-specific policies in the school/district policy documents, and providing ongoing education about cyberbullying. Future research should be conducted about the impact of cyberbullying training/professional development on teachers’ confidence to address cyberbullying and teacher practices as they pertain to educating students about cyberbullying. In addition, a comparative study should be conducted to examine the knowledge, perceptions, and experiences of teachers, students, school leaders, and parents in relation to one another. |
| Keyword | cyberbullying; middle school; technology; bullying; teachers; inservice; perceptions |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Contributing entity | University of Southern California |
| Rights | Noah, Tolulope Omolara |
| Physical access | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@lib.usc.edu |
| Archival file | uscthesesreloadpub_Volume4/etd-NoahTolulo-945.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | MIDDLE SCHOOL TEACHERS’ PERCEPTIONS OF CYBERBULLYING by Tolulope Omolara Noah A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2012 Copyright 2012 Tolulope Omolara Noah |
