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Administrators' Perceptions of Bully...

Flores, Shonda Latrece.

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Administrators' Perceptions of Bullying: Implications for Middle School Policies and Implementation Fidelity.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Administrators' Perceptions of Bullying: Implications for Middle School Policies and Implementation Fidelity./
Author:	Flores, Shonda Latrece.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
Description:	241 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
Contained By:	Dissertation Abstracts International75-10A(E).
Subject:	Educational administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3622786
ISBN:	9781303947674

Administrators' Perceptions of Bullying: Implications for Middle School Policies and Implementation Fidelity.
Flores, Shonda Latrece.

Administrators' Perceptions of Bullying: Implications for Middle School Policies and Implementation Fidelity. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 241 p.

Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.

Thesis (Ph.D.)--Walden University, 2014.

Despite strict federal and state antibullying policies and programs, the number of school bullying incidents in the United States continues to rise. This qualitative phenomenological case study explored variance in policy implementation fidelity as a contributing factor. Research questions investigated the uniformity of administrators' perceptions, classifications, and mandated discipline and support services in cases of middle school bullying. The study was guided by Bronfenbrenner's social ecological systems theory, which proposes the interdependence of interactions and perceptions of all actors in an evolving environment. MAXQDA software was used for thematic analysis of transcribed interviews with 6 middle school administrators. Substantial differences in perceptions of bullying, understanding of school antibullying policies, and disciplinary decision making were identified. Findings showed that administrators are challenged with distinguishing bullying from other aggressive behaviors, are frequently unaware of mandated procedures when implementing antibullying policy, and are inconsistent when deliberating upon appropriate consequences for bullying. As a result, uniform implementation of antibullying policies is compromised. This study contributes to educational policy research by alerting administrators to the potentially negative effects of well-intended, individualized, but nonetheless variant bullying policy decisions. Implications for positive social change include providing school administrators with a measurable variable---implementation fidelity---that could increase the success of antibullying policy and provide actionable information on how personal past experiences could be influencing perceptions and policy implementation.

ISBN: 9781303947674Subjects--Topical Terms:

2122799
Educational administration.

Administrators' Perceptions of Bullying: Implications for Middle School Policies and Implementation Fidelity.
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500 $a Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
500 $a Adviser: Dr. Elizabeth Hagens.
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520 $a Despite strict federal and state antibullying policies and programs, the number of school bullying incidents in the United States continues to rise. This qualitative phenomenological case study explored variance in policy implementation fidelity as a contributing factor. Research questions investigated the uniformity of administrators' perceptions, classifications, and mandated discipline and support services in cases of middle school bullying. The study was guided by Bronfenbrenner's social ecological systems theory, which proposes the interdependence of interactions and perceptions of all actors in an evolving environment. MAXQDA software was used for thematic analysis of transcribed interviews with 6 middle school administrators. Substantial differences in perceptions of bullying, understanding of school antibullying policies, and disciplinary decision making were identified. Findings showed that administrators are challenged with distinguishing bullying from other aggressive behaviors, are frequently unaware of mandated procedures when implementing antibullying policy, and are inconsistent when deliberating upon appropriate consequences for bullying. As a result, uniform implementation of antibullying policies is compromised. This study contributes to educational policy research by alerting administrators to the potentially negative effects of well-intended, individualized, but nonetheless variant bullying policy decisions. Implications for positive social change include providing school administrators with a measurable variable---implementation fidelity---that could increase the success of antibullying policy and provide actionable information on how personal past experiences could be influencing perceptions and policy implementation.
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