Abstract/Details

Student and teacher perceptions of school social climate and attitudes toward bullying: Implications for intervention


2006 2006

Other formats: Order a copy

Abstract (summary)

The purpose of this study was to examine the phenomenon of bullying within schools, specifically perceptions of school social climate and attitudes toward bullying among students and teachers. The present investigation consisted of two separate phases: (1) a measure validation phase, and (2) a main study phase. As the present investigation was the first study to examine the validity of the Thoughts About School Measure (TAS; Song & Swearer, 1999), Phase I was designed to verify the TAS as an appropriate measure of school social climate. The correlations between the TAS and the School Climate Surveys (SCS; Emmons, Haynes, & Comer, 2002) were examined for both students and teachers to determine whether the TAS was an appropriate measure of school social climate for the main study. Phase II examined perceived school social climate and attitudes toward bullying for both students and teachers. Participants included 438 students (250 female and 188 male) and 127 teachers (95 female and 32 male) from three Midwestern middle schools. The Bully Survey - Student and Teacher Versions (Swearer, 2001, 2003) was used to measure bullying behaviors and attitudes toward bullying.

Phase I results revealed a moderate to strong positive correlation between the TAS and SCS for both students and teachers. Results from Phase II indicated that, in general, teachers held more positive perceptions of their school social climate than students. For students, as perceptions of positive school social climate increased, pro-bullying attitudes decreased. Consistently across schools, students not involved in bullying reported more positive views of the school social environment, followed by bystanders, victims, bullies, and bully-victims, respectively. Further, both boys and girls were equally likely to report involvement in bullying. Finally, the predictors of perceived school social climate and attitudes toward bullying correctly predicted student involvement in bullying only slightly better than chance. Implications for the present investigation as well as limitations and directions for future research are also discussed.

Indexing (details)


Subject
Educational psychology;
School administration
Classification
0525: Educational psychology
0514: School administration
Identifier / keyword
Education, Bullying, Intervention, School climate, Social climate
Title
Student and teacher perceptions of school social climate and attitudes toward bullying: Implications for intervention
Author
Miller, Courtney Karen
Number of pages
93
Publication year
2006
Degree date
2006
School code
0138
Source
DAI-A 67/04, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780542650611
Advisor
Swearer, Susan M.
University/institution
The University of Nebraska - Lincoln
University location
United States -- Nebraska
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3215321
ProQuest document ID
305271785
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/305271785
Access the complete full text

You can get the full text of this document if it is part of your institution's ProQuest subscription.

Try one of the following:

  • Connect to ProQuest through your library network and search for the document from there.
  • Request the document from your library.
  • Go to the ProQuest login page and enter a ProQuest or My Research username / password.