Date of Award
5-2016
Degree Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Roxanne M. Forgrave
Second Advisor
Kathleen M. Pangle
Third Advisor
H. Stanton Tuttle
Scholarship Domain(s)
Scholarship of Discovery, Scholarship of Teaching and Learning
Abstract
This quantitative research study examined the issue of teacher-student bullying behavior as perceived by third through eighth grade teachers in three suburban schools to determine if there was any relationship between teacher bullying behavior and an inclusive classroom setting. Two survey instruments were used, the Survey of Teachers’ Attitudes toward Inclusion (Cochran, 1998), and the Survey on Bullying Teachers and Teacher Bullying (Twemlow, Fonagy, Sacco, & Brethour, 2006). The results indicated there is a statistically significant difference between special education teachers’ and general education teachers’ attitudes toward inclusive classrooms. The results also indicated that teacher bullying occurs across settings by both special education teachers and general education teachers. No statistically significant relationship was found between inclusion classroom settings and teacher-student bullying behavior. Research on teacher-student bullying is in its infancy. By conducting studies like this one, teachers may become more aware of the impact their behavior has on students. Uncovering the serious issue of teacher-student bullying, and by identifying the elements related to teacher-student bullying, professional development, programming, and administrative intervention can be implemented more directly and effectively.
Recommended Citation
McMillan-Quilantan, Susan P., "Teacher Bullies or Frustrated Teachers? How the Classroom Environment Affects the Teacher-Student Relationship" (2016). Ed.D. Dissertations. 103.
https://digitalcommons.olivet.edu/edd_diss/103
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Included in
Junior High, Intermediate, Middle School Education and Teaching Commons, Special Education and Teaching Commons
Comments
Ed.D. dissertation completed in 2016 for Olivet Nazarene University.