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Open AccessBrief Report

Teacher Authority in Long-Lasting Cases of Bullying: A Qualitative Study from Norway and Ireland

1
Norwegian Centre for Learning Environment and Behavioral Research in Education, University of Stavanger, 4036 Stavanger, Norway
2
The National Anti-Bullying Research and Resource Centre, Dublin City University, St. Patrick’s Campus, Dublin 9, Ireland
*
Author to whom correspondence should be addressed.
Int. J. Environ. Res. Public Health 2019, 16(7), 1163; https://doi.org/10.3390/ijerph16071163
Received: 15 February 2019 / Revised: 27 March 2019 / Accepted: 29 March 2019 / Published: 31 March 2019
(This article belongs to the Special Issue Interventions to Reduce Bullying and Cyberbullying)
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PDF [281 KB, uploaded 4 April 2019]

Abstract

A growing body of research shows a correlation between an authoritative school climate and lower levels of bullying. One objective of this study is to conceptualize authoritative intervention in bullying cases. A second goal is to explore whether, and how, the pupils, having experienced traditional and/or cyber victimization, perceive that the class teacher is demonstrating authoritative leadership when intervening in long-lasting cases of bullying. Class teacher refers to the teacher that has a special responsibility for the class. The article presents the findings from nine semi-structured interviews with four Irish and five Norwegian pupils. The informants were between 12 to 18 years of age and had experienced either traditional victimization or both traditional and cyber victimization for 1 to 7 years. The informants were selected because their cases had been reported as resolved. The findings showed no descriptions of the class teacher that appeared to fit with the authoritative style of leadership, both high on warmth and control. The possible practical implications of these findings are discussed. View Full-Text
Keywords: traditional victimization; cyber victimization; bullying; teacher styles; authoritative leadership; warmth; control; class teacher traditional victimization; cyber victimization; bullying; teacher styles; authoritative leadership; warmth; control; class teacher
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
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Sjursø, I.R.; Fandrem, H.; O’Higgins Norman, J.; Roland, E. Teacher Authority in Long-Lasting Cases of Bullying: A Qualitative Study from Norway and Ireland. Int. J. Environ. Res. Public Health 2019, 16, 1163.

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