Elementary school teachers' responses to student aggression vignettes.
Item
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Title
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Elementary school teachers' responses to student aggression vignettes.
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Identifier
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AAI3169978
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identifier
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3169978
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Creator
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Saxman, Laura J.
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Contributor
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Adviser: Helen L. Johnson
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Date
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2005
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Education, Teacher Training
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Abstract
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The present study examined the effects of both type of aggression between peers and teachers' perceptions of work climate variables on attitudes toward bullying among elementary school teachers. Type of aggression includes relational victimization, physical victimization and aggressive/non-bullying interactions between peers. Work climate variables include teachers' perceptions of principal leadership, collegiality and teacher learning community.;The sample consisted of 101 elementary school teachers enrolled in graduate education classes in an urban college in New York. Participants were given a verbal and written explanation of consent procedures before being asked to complete a questionnaire.;There was partial support for the hypotheses. As predicted, there were significant differences in how the three types of aggression were perceived with respect to labeling, seriousness and recommendation of intervention by the teachers. Results indicated that participants perceived relational victimization as less serious, less like bullying and less worthy of intervention than the physical victimization vignettes. Of the three types of vignettes, the non-victimization vignettes were perceived as the least serious and the least like bullying. There was partial support for the prediction of associations between the teacher responses to the relational vignettes with the measures of teacher perceptions of work climate factors. Results indicated that perceptions of teacher learning community and principal leadership were associated with certain teacher responses to relational victimization. The strongest relationship emerged between the teacher responses and teacher learning community.;This investigation has important implications for teacher training in peer victimization and school organization. Results were discussed with reference to professional development for teachers, school administrators and school reform efforts.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
