School of Education
Doctor of Education in Educational Leadership (EdD)
Denise R. Nixon
violence, bullying, victim, mental health, isolation, professional development training
Midgette, Yushonda Eileen, "Teachers' Perspectives On School Bullying: A Phenomenological Qualitative Study" (2023). Doctoral Dissertations and Projects. 4629.
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.