Date of Award


Degree Type


Degree Name

Doctor of Education (EdD)



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


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.


Ed.D. dissertation completed in 2016 for Olivet Nazarene University.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.