Teacher Interventions Based on Childhood Bullying Experiences

Teacher Interventions Based on Childhood Bullying Experiences by Marcia Rushin Teemer MA, Albany State University, 2002 BA, Albany State University, 1998 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University August 2015 Abstract Guided by Premack and Woodruff’s theory of the mind and Bandura’s social learning theory, this qualitative study examined the issue of bullying at school, and whether teachers’ childhood experiences of bullying had effects on how they, as adults, handled bullying situations in their classrooms. Convenience sampling was used to administer the Bauman, Rigby, and Hoppa Handling Bullying Questionnaire to 22 middle school educators with three or more years of teaching experience at the participating school, to determine their responses to bullying scenarios. Twelve educators completed the questionnaire. Data collected from the questionnaire were analyzed for frequencies of responses. Teachers’ responses to how they might handle bullying appeared similar across the sample for most items, indicating that they would intervene and communicate the concern. Six of the 12 educators voluntarily agreed to be interviewed to gain a deeper understanding of how they manage bullying situations at school and whether they thought bullying incidents experienced as a child affected their responses as teachers. Interview data were transcribed and analyzed using open and selective coding to identify common themes. Two of the participants reported being bullied as children; however, they did not report an effect of that childhood bullying on their current handling of bullying at school. Interview participants also reported the need for training related to protocols for addressing bullying at school. The findings led to the development of a professional development series, Recognize, Respond, and Reduce, which can create positive social change by equipping teachers to handle bullying in their classrooms. By preparing teachers to respond to bullying, school leaders may create a safer learning environment for students, teachers, and the community as a whole.Guided by Premack and Woodruff’s theory of the mind and Bandura’s social learning theory, this qualitative study examined the issue of bullying at school, and whether teachers’ childhood experiences of bullying had effects on how they, as adults, handled bullying situations in their classrooms. Convenience sampling was used to administer the Bauman, Rigby, and Hoppa Handling Bullying Questionnaire to 22 middle school educators with three or more years of teaching experience at the participating school, to determine their responses to bullying scenarios. Twelve educators completed the questionnaire. Data collected from the questionnaire were analyzed for frequencies of responses. Teachers’ responses to how they might handle bullying appeared similar across the sample for most items, indicating that they would intervene and communicate the concern. Six of the 12 educators voluntarily agreed to be interviewed to gain a deeper understanding of how they manage bullying situations at school and whether they thought bullying incidents experienced as a child affected their responses as teachers. Interview data were transcribed and analyzed using open and selective coding to identify common themes. Two of the participants reported being bullied as children; however, they did not report an effect of that childhood bullying on their current handling of bullying at school. Interview participants also reported the need for training related to protocols for addressing bullying at school. The findings led to the development of a professional development series, Recognize, Respond, and Reduce, which can create positive social change by equipping teachers to handle bullying in their classrooms. By preparing teachers to respond to bullying, school leaders may create a safer learning environment for students, teachers, and the community as a whole. Teacher Interventions Based on Childhood Bullying Experiences by Marcia Rushin Teemer MA, Albany State University, 2002 BA, Albany State University, 1998 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University August 2015 Dedication This project is dedicated first and foremost to my Lord and Savior Jesus Christ. Without Him, this endeavor never—and I mean NEVER—would have made it to completion. Next, I would like to dedicate this project to my family and friends. I am so grateful for my husband, Johnny Teemer. You encouraged me through my anger, tears, and frustrations on many nights. You always believed that I could finish this journey even when I myself did not believe I could. You were my biggest cheerleader. To my parents, Marcus and Beverly Rushin, thank you for your love, advice, and encouragement along the way. You both never stopped believing I could complete this. To my kids, Janae, Jayla, and Trey, thank you for being patient with Mommy on days you wanted or needed me but were flexible and allowed me to work. I am so excited that you three will get to witness this accomplishment and know that you, too, can do this. To my best friends, Staria, Kennetra, Kesha, and Shannon, thank you for your patience and encouraging words, and for listening to my venting along the way. To all of my friends and family who encouraged me or said I was your inspiration, thank you for lifting me up when I needed it. To the Reverend Dr. Cynthia L. Hale, thank you for giving me a word each week to remind me that God never forgot about me during this journey and for bringing your best girlfriend, Gina Marcia Stewart, to let me know He heard me the first time I prayed! Acknowledgments I would like to acknowledge Dr. Tammy Hoffman. Thank you for gently guiding me through this process. You always had an encouraging message. Every time we spoke, I felt so much better and more confident about completing this process. Dr. Amy White, thank you for helping me to see things I did not see. You pushed me past my comfort zone. Dr. Kathleen Maury, you are one tough cookie, but I appreciate your knowledge and thoroughness in helping me to complete this journey. Last but not least, I would like to acknowledge Dr. Shannon Thomas. Only you could truly identify with my pain and victories every step of the way. Thank you for walking through this journey with me!