DOI
https://doi.org/10.25772/NQZM-FM42
Author ORCID Identifier
https://orcid.org/0000-0003-3067-7779
Defense Date
2020
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Dr. Whitney Newcomb
Second Advisor
Dr. Barbara Driver
Third Advisor
Dr. Jonathan Becker
Fourth Advisor
Dr. William Noel, Sr.
Abstract
This study was aimed at investigating secondary school administrators’ experiences with and their perceptions of cyberbullying, as well as their intervention and prevention procedures. As technology has become ubiquitous in our society, students’ use has increased and impacted the school environment. Given the potential for cyberbullying and the negative effects of such, schools harbor the responsibility to prevent and intervene in such occurrences. This can be a tricky process.
This study included 12 administrators of secondary schools across eight school divisions in Virginia. Through an interview process, administrators spoke of their experiences with technology and cyberbullying incidents, and how they intervened and prevented such incidents.
In general, the administrators reported following the Student Code of Conduct as a district policy and guideline for managing cyberbullying and technology disruptions in their schools. The talked about the difficulty of determining when an incident that took place off campus was within their “jurisdiction” to handle, and when they need to involve law enforcement. They also spoke of the variability in the cyberbullying definition and how this variability created confusion and lack of consistency.
Rights
© Suzan Gragg Denby, M.Ed. Ph.D.
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
4-30-2020
Included in
Educational Administration and Supervision Commons, Educational Leadership Commons, Educational Psychology Commons, Education Law Commons, First Amendment Commons, Leadership Studies Commons, School Psychology Commons, Social Psychology Commons