Victoria University

School Staff's Perceptions and Attitudes towards Cyberbullying

ResearchArchive/Manakin Repository

Show simple item record

dc.contributor.advisor Green, Vanessa Mattioni, Loreto 2013-01-16T22:30:14Z 2013-01-16T22:30:14Z 2012 2012
dc.description.abstract Parallel with the spread of technology use, cyberbullying has become a serious problem in schools, particularly those in developed countries where most young people have ready access to the Internet and mobile phones. Cyberbullying can cause significant emotional harm, disrupt social development, and can be associated with negative student outcomes. As schools must provide students with a safe learning environment, they are challenged with ways to address the phenomenon of cyberbullying. To minimize the negative effects of cyberbullying, and to assist school staff to understand and address this issue, it is necessary to examine the views of school staff on cyberbullying. Positioned within the framework of Social-Ecological Theory, this study explored teachers’ and senior managers’ perceptions and attitudes towards cyberbullying. Data were collected using an anonymous online self-report questionnaire on cyberbullying. One hundred and twelve senior managers and ninety eight teachers, currently working in New Zealand schools, participated in the study. An exploratory factor analysis was conducted to evaluate whether groups of items of the questionnaire assessed distinct attitudinal constructs. Results from the exploratory factor analysis indicated that attitudes towards cyberbullying was a multi-dimensional construct composed by three factors (i.e., ‘Concern’, ‘Empathy’ and ‘Responsibility’). The results also showed that most school staff understood what behaviours constitute cyberbullying. However, a significant proportion of school staff were unlikely to identify social exclusion as being a component of cyberbullying. School staff perceived cyberbullying as conducted mainly by girls and by students across all age groups. In addition, school staff were concerned about cyberbullying, they were empathetic towards cybervictims and they believed that cyberbullies could be helped. However, school staff, especially senior managers, were unlikely to perceive cyberbullying as a problem in their schools and likely to report low frequencies of cyberbullying. Moreover, school staff felt only moderately responsible for preventing cyberbullying as it commonly occurs outside the school. Theoretical and applied implications, for the different levels of the Social-Ecological Theory that affect cyberbullying behaviours, are discussed. en_NZ
dc.language.iso en_NZ
dc.publisher Victoria University of Wellington en_NZ
dc.subject Cyberbullying en_NZ
dc.subject School staff en_NZ
dc.subject Perceptions en_NZ
dc.title School Staff's Perceptions and Attitudes towards Cyberbullying en_NZ
dc.type Text en_NZ
vuwschema.contributor.unit School of Educational Psychology and Pedagogy en_NZ
vuwschema.subject.marsden 330101 Educational Psychology en_NZ
vuwschema.type.vuw Awarded Research Masters Thesis en_NZ Education en_NZ Victoria University of Wellington en_NZ Master's en_NZ Master of Education en_NZ
vuwschema.subject.anzsrcfor 139999 Education not elsewhere classified en_NZ

Files in this item

This item appears in the following Collection(s)

Show simple item record

Search ResearchArchive

Advanced Search


My Account