Teacher Bullies or Frustrated Teachers? How the Classroom Environment Affects the Teacher-Student Relationship
Date of Award
Doctor of Education (EdD)
Roxanne M. Forgrave
Kathleen M. Pangle
H. Stanton Tuttle
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.
McMillan-Quilantan, Susan P., "Teacher Bullies or Frustrated Teachers? How the Classroom Environment Affects the Teacher-Student Relationship" (2016). Ed.D. Dissertations. 103.
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Junior High, Intermediate, Middle School Education and Teaching Commons, Special Education and Teaching Commons
Ed.D. dissertation completed in 2016 for Olivet Nazarene University.