Bullying Amongst Parents and Teachers at an American International School: Informing School Development and Policy

Paul James

doi:10.5296/ije.v4i3.2273

Abstract

This paper has sought to explore the everyday experiences of parent-teacher bullying within a purposefully selected American International school. The paper utilises a qualitative approach targeting an American International school using a small semi-structured questionnaire creating a focused element of context and flexibility. 12 parents were randomly chosen from 35 that were available and willing to share their needs and experiences and the interview method was used as the data-collecting vehicle. This paper addresses issues raised from parent’s experiences of bullying. The 3 developed research questions were mapped to 6 major themes, and were supported by 13 sub-themes. The presented qualitative data outcomes highlight the various experiences, perspectives and challenges that parent’s perceive they face. The impact of this research suggests that the perceived complexities of dealing with bullying between parents and teachers may be mitigated with appropriate training and specialist guidance leading to the application of 8 outcomes. .

Highlights

For many schools, bullying in all its forms is exacted through a backdrop of ordinary school socio-structural lapses that only small proportions of the school inhabitants see, hear or feel its violent backdraft which appear to have a negative impact on the physi120cal and mental health of those involved (Fleming and Jacobsen, 2009) often emanating through stress (Cowie and Oztug, 2008)
The paper utilises a qualitative approach targeting an American International school using a small semi-structured questionnaire creating a focused element of context and flexibility. 12 parents were randomly chosen from 35 that were available and willing to share their needs and experiences and the interview method was used as the data-collecting vehicle
This paper addresses issues raised from parent’s experiences of bullying

Summary

Introduction

For many schools, bullying in all its forms is exacted through a backdrop of ordinary school socio-structural lapses that only small proportions of the school inhabitants see, hear or feel its violent backdraft which appear to have a negative impact on the physi120cal and mental health of those involved (Fleming and Jacobsen, 2009) often emanating through stress (Cowie and Oztug, 2008). Many researchers see bullying as a large pervasive problem in schools (Berthold and Hoover, 2000; Nansel et al 2001) reflecting the theory of social dominance (Hawley, 1999) or a personality trait (Johns, Livson, and Peskin, 2003). For a small proportion of students/teachers and parents in school, across nations (Harel-Fisch et al, 2010) student life continuously revolves around the escape from a bully or the act of intimidation by bullies. Bully’s persecute because they believe they have an inalienable right to do it reflects the perceived power differential (Craig and Pepler, 2003). This introduces the first research question: In what ways and forms is teacher-parent bullying characterised at this school?

Methods

Results

Conclusion