Date of Award
Spring 5-2024
Document Type
Dissertation
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Degree Name
Doctor of Education (EdD)
Department
Division of Education and Counseling
First Advisor
Timothy Glaude
Second Advisor
Bethel Cager
Third Advisor
Jawana Brown Alexander
Keywords
cyberbullying, bullying, self-efficacy, cyber victimization, online harassment
Abstract
This qualitative study explored the self-efficacy of middle school teachers as they address cyberbullying in the classroom. A phenomenological research design using a purposive sampling method was used. To understand the teachers’ lived experiences and perspectives on cyberbullying, open-ended semi-structured interviews were conducted with seventh-grade teachers from two parochial schools and three charter schools. Participants completed a demographics questionnaire, which was used to gather additional information regarding the teachers’ background and experience. Seven themes emerged from coding the data collected from the teacher interviews and focus group session: 1) collaboration and communication, 2) professional development and training, 3) support and intervention, 4) self-efficacy and confidence, 5) impact based on feedback, 6) challenges, and 7) coping mechanisms. Results from this study will provide school leaders and policymakers with recommendations and data to help create safer learning environments, which will benefit the entire school community.
Recommended Citation
Theriot, Shanda Salvant, "Teachers’ Self-Efficacy and Cyberbullying: A Qualitative Investigation of Teacher Perspectives" (2024). Electronic Thesis and Dissertation. 173.
https://digitalcommons.xula.edu/etd/173