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School stakeholder roles in bullying prevention
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Konko, Alexia. School stakeholder roles in bullying prevention. Retrieved from https://doi.org/doi:10.7282/T3HD8055

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TitleSchool stakeholder roles in bullying prevention
NameKonko, Alexia (author); Glover, Todd (chair); Reddy, Linda (co-chair); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2018
Other Date2018-08 (degree)
SubjectSchool Psychology, Bullying--Prevention, Bullying in schools
Extent1 online resource (v, 44 p.)
DescriptionTo better understand optimal practices for reducing bullying in schools, it is important to investigate school stakeholder roles and involvement in bullying prevention activities. The purpose of the current study is to examine differential involvement in bullying prevention among school stakeholders, barriers to stakeholders’ involvement, and the degree to which perceived administrative support relates to level of involvement. Extant data were analyzed for the current study, utilizing survey responses from school stakeholders from 27 schools who participated in the School Climate Transformation Project, a school climate improvement initiative in New Jersey. A one-way ANOVA found no statistically significant differences among school stakeholders’ roles in anti-bullying initiatives. The most frequent school climate team members were teachers. The greatest barrier to involvement was a lack of time, followed by a lack of perceived administrative support. A statistically significant positive correlation was found between perceived levels of principal support and involvement in anti-bullying initiatives.
NotePsy.D.
NoteIncludes bibliographical references
Noteby Alexia Konko
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T3HD8055
Languageeng
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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