Understanding and Behavior of Students on Teacher Bullying in a Local Community College

Student bullying a teacher is a phenomenon given with the least attention and focus since the perpetrators were seen as the academe itself. This descriptive study is aimed to determine the understanding and behavior of students in a higher education institution towards teacher bullying. The study surveyed 105 conveniently selected respondents from the three (3) different departments of a local community college in Olongapo City who were currently enrolled within the school year of 2017-2018. A draft questionnaire was created and submitted for validity, reliability and consistency checks from different experts. The data collected were then processed using SPSS 22. The following results were generated: the respondent was a female, 18-20 years of age, first-year level and studying under the College of Business and Accountancy. The respondents moderately understood the idea of teacher bullying and their behavior towards teacher bullying is slightly inappropriate. Significant findings were found when the variables were grouped according to the year level and department. There was also a low relationship that was observed between understanding, year level and department. Based on the results, pertinent institutional policies and programs were recommended and suggested.

Teacher Bullying: A Reality or a Myth?

<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>

Student Resistance

Students are both producers and consumers of persuasion in the classroom. As message producers they enact compliance-seeking strategies to persuade teachers to comply with their requests, but as consumers of persuasion they receive requests from teachers that they may or may not follow. Students enact a variety of strategies to resist complying with teachers' requests, classroom norms, and school policies. This chapter explores the various motivators and consequences of students resisting compliance in the classroom and how these behaviors result in incivility, misbehaviors, annoyances, distractions, disrespect, and even student-to-teacher bullying. The chapter further considers the impact student resistance has on teacher-student interactions and the holistic learning experience.

Teacher perceptions of teacher bullying

This mixed-methods study examined elementary teachers’ perceptions of teacher–student bullying. Grounded in previous research on peer bullying, the study posed several questions: to what extent did teachers perceive bullying of students by other teachers as a serious matter requiring intervention? Did they perceive teacher bullying as more serious than peer bullying, and did their perceptions differ by the nature of the bullying incident? Findings indicate that teachers are aware of isolated and ongoing student bullying by their colleagues; however, they have a higher sense of accountability for peer bullying and forms of bullying with physical rather than socio-emotional consequences. Teachers’ sense of accountability was correlated with years of experience but unrelated to participation in professional development, despite sustained anti-bullying initiatives over a 10-year period.