BULLYING PROBLEMS IN LEBANESE PRIVATE SCHOOLS
TEACHERS AND ADMINISTRATORS PERCEPTIONS
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The purpose of the research was to study teachers and administrators perceptions and attitudes towards thebullying problem, existing school policies and procedures, andin-service training needs in a cluster of Lebanese private schools.Survey methodology and the key informant approachwere used. Data analysis involved the compilation of descriptivestatistics and thematic analysis respectively.The data indicated that Lebanese teachers showed ahigh level of awareness of what behaviors constitute bullying. Mostrecognize the existence of a bullying problem in their school. Mostschools did not have a...
The purpose of the research was to study teachers and
administrators perceptions and attitudes towards the
bullying
problem, existing school policies and procedures, and
in-service
training needs in a cluster of Lebanese private schools.
Survey methodology and the key informant approach
were used.
Data analysis involved the compilation of descriptive
statistics and
thematic analysis respectively.
The data indicated that Lebanese teachers showed a
high level of
awareness of what behaviors constitute bullying. Most
recognize the
existence of a bullying problem in their school. Most
schools did not
have a specific bullying policy but did have policies
addressing
bullying-related issues. Regarding teachers and
administrators
views towards teachers responsibilities in dealing
with the issue,
nearly all agreed that teachers play a crucial role
in bullying
prevention and that they should intervene whenever
they see
bullying occurring. Teachers and administrators
generally believed
that they needed in-service training to deal with
bullying. A series
of recommendations is presented including a proposed
outline for a
professional development workshop on bullying.
administrators perceptions and attitudes towards the
bullying
problem, existing school policies and procedures, and
in-service
training needs in a cluster of Lebanese private schools.
Survey methodology and the key informant approach
were used.
Data analysis involved the compilation of descriptive
statistics and
thematic analysis respectively.
The data indicated that Lebanese teachers showed a
high level of
awareness of what behaviors constitute bullying. Most
recognize the
existence of a bullying problem in their school. Most
schools did not
have a specific bullying policy but did have policies
addressing
bullying-related issues. Regarding teachers and
administrators
views towards teachers responsibilities in dealing
with the issue,
nearly all agreed that teachers play a crucial role
in bullying
prevention and that they should intervene whenever
they see
bullying occurring. Teachers and administrators
generally believed
that they needed in-service training to deal with
bullying. A series
of recommendations is presented including a proposed
outline for a
professional development workshop on bullying.
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