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PRINCIPALS' PERCEPTIONS OF CYBERBULLYING POLICIES IN SELECTED FLORIDA MIDDLE SCHOOLS

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Date Issued:
2010
Abstract/Description:
This study investigated the issue of student cyberbullying in FloridaÂÂÂÂ's public middle schools. First, a content analysis of six Florida school district anti-bullying policies was conducted to determine the alignment between the state model policy and district policies. Next, 68 middle school principals from the same six Florida school districts completed the Cyberbullying Policies and Response Principal Survey online. Survey respondents were either members or non-members of the state mentoring team against bullying and harassment. Findings showed that all six school districts' anti-bullying policies were comprehensive in addressing the definitions of bullying behaviors, to include cyberbullying, as well as for reporting and responding to bullying incidents. However, it was found that improvements could be made concerning periodic review and updating of bullying policies as well as addressing issues of inclusiveness. Additionally, it was found that the middle school principals were generally aware of the seriousness of cyberbullying regardless of their membership status on the state mentoring team against bullying and harassment. They enforced both technology and bullying policies to prevent and respond to student cyberbullying. This was done either by their own initiative or as directed by the school districts. It was also discovered that principals were sensitive to the fact that students at their schools had been cybervictims, cyberbullies, or both. Moreover, principals believed that a majority of those activities occurred off-campus. It remains, though, uncertain as to what factors influence whether or not a school has a campus specific cyberbullying policy. However, principals conveyed an understanding that education about and enforcement of cyberbullying policies was imperative. Hence, more research is needed to determine how educators can continue to confront this type of adolescent aggression both on and off-campus.
Title: PRINCIPALS' PERCEPTIONS OF CYBERBULLYING POLICIES IN SELECTED FLORIDA MIDDLE SCHOOLS.
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Name(s): Gardner, Margaret, Author
Taylor, Rose, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2010
Publisher: University of Central Florida
Language(s): English
Abstract/Description: This study investigated the issue of student cyberbullying in FloridaÂÂÂÂ's public middle schools. First, a content analysis of six Florida school district anti-bullying policies was conducted to determine the alignment between the state model policy and district policies. Next, 68 middle school principals from the same six Florida school districts completed the Cyberbullying Policies and Response Principal Survey online. Survey respondents were either members or non-members of the state mentoring team against bullying and harassment. Findings showed that all six school districts' anti-bullying policies were comprehensive in addressing the definitions of bullying behaviors, to include cyberbullying, as well as for reporting and responding to bullying incidents. However, it was found that improvements could be made concerning periodic review and updating of bullying policies as well as addressing issues of inclusiveness. Additionally, it was found that the middle school principals were generally aware of the seriousness of cyberbullying regardless of their membership status on the state mentoring team against bullying and harassment. They enforced both technology and bullying policies to prevent and respond to student cyberbullying. This was done either by their own initiative or as directed by the school districts. It was also discovered that principals were sensitive to the fact that students at their schools had been cybervictims, cyberbullies, or both. Moreover, principals believed that a majority of those activities occurred off-campus. It remains, though, uncertain as to what factors influence whether or not a school has a campus specific cyberbullying policy. However, principals conveyed an understanding that education about and enforcement of cyberbullying policies was imperative. Hence, more research is needed to determine how educators can continue to confront this type of adolescent aggression both on and off-campus.
Identifier: CFE0003174 (IID), ucf:48598 (fedora)
Note(s): 2010-05-01
Ed.D.
Education, Department of Educational Research Technology and Leadership
Doctorate
This record was generated from author submitted information.
Subject(s): cyberbullying
cyberbullying policies
Internet bullying
electronic bullying and harassment
electronic aggression
technology
bullying
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0003174
Restrictions on Access: public
Host Institution: UCF

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