Elementary Teacher/Educator Perceptions of Sense of Community, Student Bullying, and School Ethical Climate The Role of School Type

Heather King

Date of Award

2006

Document Type

Thesis

Degree Name

Bachelors

Department

Social Sciences

First Advisor

Raghavan, Chemba

Keywords

Bullying, Teacher Perceptions, School Ethical Climate, Student Bullying

Area of Concentration

Psychology

Abstract

This study investigated elementary teachers� perceptions (n = 63) of sense of community (as measured by the Sense of Community Index), student bullying, and school ethical climate (as measured by the School Ethical Climate Index) across three school types in southwest Florida. The school types were A (private: Montessori-high economic level), B (public-high economic level), and C (public-low economic level). The results of this study indicate that there is little support for interpreting school ethical climate as a measure of sense of community in regards to elementary teacher perceptions. Teacher perceptions of school ethical climate differed as a function of school type, but perceived sense of community did not. In addition, teacher perceptions of student bullying behavior were not found to be correlated with sense of community and school ethical climate. Economic level was implicated as an important factor in teachers� perceptions of school ethical climate and student bullying. Directions for future research were discussed as well as implications for the clinician and school psychologist.

Rights

This bibliographic record is available under the Creative Commons CC0 public domain dedication. The New College of Florida, as creator of this bibliographic record, has waived all rights to it worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law.

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