Teacher Identity and Bullying--Perspectives from Teachers during Bullying Prevention Professional Development

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  • Author(s): Anne Drescher (ORCID Anne Drescher (ORCID 0000-0002-0684-324X); Tracey Kenyon Milarsky (ORCID Tracey Kenyon Milarsky (ORCID 0000-0003-3305-8527); Graceson Clements (ORCID Graceson Clements (ORCID 0000-0002-0011-3561); America J. El Sheikh (ORCID America J. El Sheikh (ORCID 0000-0003-4583-4263); Rachel Hanebutt (ORCID Rachel Hanebutt (ORCID 0000-0003-2342-3615); Luz E. Robinson (ORCID Luz E. Robinson (ORCID 0000-0002-5269-8522); Katherine A. Graves (ORCID Katherine A. Graves (ORCID 0000-0002-2740-6751); Alberto Valido (ORCID Alberto Valido (ORCID 0000-0003-4428-7085); Dorothy L. Espelage (ORCID Dorothy L. Espelage (ORCID 0000-0003-0658-2067); Chad Rose (ORCID Chad Rose (ORCID 0000-0003-3565-2490)
  • Language:
    English
  • Source:
    International Journal of Bullying Prevention. 2024 6(3):355-369.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
    Tests/Questionnaires
  • Additional Information
    • Availability:
      Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: [email protected]; Web site: https://link.springer.com/
    • Peer Reviewed:
      Y
    • Source:
      15
    • Sponsoring Agency:
      Institute of Education Sciences (ED)
    • Contract Number:
      R324A190238
    • Subject Terms:
      Bullying; Prevention; Faculty Development; Special Education Teachers; Students with Disabilities; Racial Differences; Ethnicity; Gender Differences; Age Differences; Cultural Influences; Social Influences; Teacher Attitudes; Parent Role; Peer Relationship; Teacher Role; Online Courses
    • Accession Number:
      10.1007/s42380-023-00201-w
    • ISSN:
      2523-3653
      2523-3661
    • Abstract:
      This article presents an analysis of qualitative data collected from general and special education teachers (n = 36) participating in a four-module professional development training focused on preventing bullying among students with disabilities. Analysis was driven by Braun and Clarke (Qualitative Research in Psychology 3:77-101, 2006) six step process for thematic analysis. We report on four major themes: (1) the effect of teachers' identities, including race, gender, age, and cultural and social backgrounds; (2) teacher perspectives of the role of parents in bullying prevention; (3) teacher views concerning bullying between students and best practices for responding to reports of bullying in schools; (4) the influence of sociocultural factors on bullying in classrooms. Taken together, these themes suggest that teachers reflect on their role as the "kind of teacher" that prevents bullying, which has implications for the students within their classroom. Results inform best practices for the design and delivery of instructional programs and workshops that consider teacher identity and create environments that better support teachers in preventing and responding to bullying in their classrooms.
    • Abstract:
      As Provided
    • IES Funded:
      Yes
    • Publication Date:
      2024
    • Accession Number:
      EJ1444562