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Cyberbullying intervention: a case study analysis of stakeholder perceptions regarding the authority of school administrators in addressing cyberbullying issues

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dc.contributorBurnham, Joy J.
dc.contributorLewis, Timothy D.
dc.contributorRice, Margaret L.
dc.contributorRice, Richard L.
dc.contributor.advisorWright, Vivian H.
dc.contributor.authorHester, Wesley Paul
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-03-01T16:33:58Z
dc.date.available2017-03-01T16:33:58Z
dc.date.issued2012
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractCyberbullying is a growing phenomenon affecting victims, perpetrators, and bystanders. Schools and school officials are also affected by cyberbullying, faced with the responsibility of addressing issues that manifest from cyberbullying. Previous literature has identified strategies for school use in addressing cyberbullying, including forming stakeholder partnerships, implementing cyberbullying education and awareness programs, and applying disciplinary action. Opponents question school administrators' authority in addressing cyberbullying with disciplinary action, raising concern about the potential violation of student rights. Therefore, the purpose of this study is to better understand how cyberbullying affects school system stakeholders and gather ideas about how school officials should properly address it. The researcher in this case study collected and analyzed stakeholder perceptions regarding cyberbullying effects upon their school system and how schools should address it. This school system is located in southeastern U.S. The researcher used focus group interviews to collect data from four stakeholder groups: school administrators, school counselors, parents, and external authorities. The researcher used content analysis to identify significant data; and organized, reported, and discussed the results in two distinct ways: 1) grouping results based on their connection to the study's research questions, and 2) grouping results into five themes through the use of thematic coding. The discussion of results, implications for stakeholders, and recommendations for future research are based on data connections with the research questions and the development of the five themes. The results, stakeholder implications, and recommendations for future research include ideas regarding stakeholder partnerships, education and awareness programs, school disciplinary action, parental supervision and control, and other ideas concerning stakeholder relationships and trust.en_US
dc.format.extent155 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0000950
dc.identifier.otherHester_alatus_0004D_11110
dc.identifier.urihttps://ir.ua.edu/handle/123456789/1439
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectEducational administration
dc.subjectEducation policy
dc.subjectEducational leadership
dc.titleCyberbullying intervention: a case study analysis of stakeholder perceptions regarding the authority of school administrators in addressing cyberbullying issuesen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Educational Leadership, Policy, and Technology Studies
etdms.degree.disciplineEducational Leadership, Policy, and Technology Studies
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.namePh.D.

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