Date

7-31-2023

Department

School of Education

Degree

Doctor of Education in Educational Leadership (EdD)

Chair

Denise R. Nixon

Keywords

violence, bullying, victim, mental health, isolation, professional development training

Disciplines

Educational Leadership

Abstract

The purpose of this phenomenological qualitative study was to describe the K-12 teachers' perception of school bullying, prevention, and effective coping approaches in the Southeastern region. The central phenomenon of the study focused on K-12 teachers' perspective of bullying. The theory guiding the study was social cognitive as it related to observing individuals through the lens of lived experiences, social interactions, modeling, and self-efficacy. The methodological approach conducted in this study consisted of a qualitative phenomenological design. The phenomenological design validated this approach as it enabled stakeholders such as teachers to address the (i.e., social-emotional, verbal/physical, self-esteem, and poor academic) effects that bullying has had on victims and/or those that bully. The study was conducted with 12 participants with at least 3 or more years of teaching experience in K-12 grades. Triangulation was a resource utilized to collect concise data in this qualitative study through individual interviews, journal prompts, and letter-writing prompt. The three identified themes that arose from the data analysis were as follows: professional development training, isolation, and children's mental health.

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