Abstract
<em>The topic of teachers who may bully children is uncomfortable to discuss, but because of the vulnerable nature of children in the classroom context, it is justified. In order to uncover instances of teachers who bully, the purpose of this project is to explore teachers’ and students’ perceptions of bullying behaviors. This mixed method project involves two data sets. In the first study, classroom teachers (n=186) provided rationalistic data identifying occurrences of observed bullying behaviors. Included in the survey, teachers referenced definitions of emotional, physical, and intellectual bullying. Quantitative analysis showed nonsignificant findings; classroom teachers reported they do not bully and do not observe other educators bullying children. In the second study, teacher education students (n=341) completed an open-ended survey describing any instances where they either observed children bullied by a teacher or where they were victims of a teacher bully. Qualitative analysis described incidents ranging from early childhood through university instruction wherein student-participants observed or were victims of teachers who bullied. The purpose for this project was to begin to reconcile the lack of relevant findings describing teachers who bully. These current data provide evidence for the teacher as bully phenomenon and contribute to the literature by confirming descriptions associated with emotional, physical, and intellectual bullying. Implications discuss the culture of teaching and university teacher preparation.</em>
Highlights
This current discussion contributes to the literature by providing additional data describing how teachers demonstrate emotional, intellectual, and physical bullying
84% of respondents indicated verbal or non-verbal intellectual bullying occurred some of the time, rarely, or none of the time
In the category of emotional bullying, a cumulative frequency indicated more than 83% of participants reported non-verbal or verbal emotional bullying occurred some of the time, rarely, or none of the time
Summary
This current discussion contributes to the literature by providing additional data describing how teachers demonstrate emotional, intellectual, and physical bullying. The bully does not hold low status in the group (Salmivalli, Lagerspetz, Bjorkqvist, Osterman, & Kaukialnen, 1996) These data describe interactions ages eight through sixteen, but the implications become illustrative when attempting to understand how or why teachers who bully children may remain in the educational system. Victims of teacher bullying are more likely to be rated as less academically capable, less inclined to complete school, and more likely to be involved in high-risk behaviors (gambling, drug use, and under-age drinking) (Delfabbro et al, 2006). Both those who bully and those who are bullied are more disposed to depression and suicidal ideation than those who are neither bullied nor demonstrate bullying behaviors (Forero, McLellan, Rissel, & Baumann, 1999). Research Questions: Do classroom teachers exhibit bullying behaviors? What kinds of bullying behaviors do teachers demonstrate? Is bullying, as practiced by teachers, a social event? Which children may be targeted by teacher bullying behaviors?
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