BULLYING IN PRIMARY SCHOOLS
Running head: BULLYING IN PRIMARY SCHOOLS 1
BULLYING IN PRIMARY SCHOOLS 19
See page 19 for the grading rubric. You can begin work on cleaning this up in your spart time, because it will be the largest part of your final paper. All you’ll have to add to this is a results and discussion section and some appendices. Way to go!
The Perceptions That Students and Teachers Have Regarding Bullying in Primary Schools: A Proposal
Southern Arkansas University
Bullying remains one of the biggest problems found in primary schools. The existence of this practice creates a threat to the emotional, psychological, and physical safety of many students. It is the right of each child to be safe while at school. The practice of bullying is an eroding element that violates the human rights of a child. Students and teachers must exercise a duty of care where the rights of students are upheld. The aggression involved in bullying results from power imbalance. The perpetrator of the bullying enjoys the use of power at the expense of the victim who remains helpless.
The research findings from previous studies show Don’t say that! Be specific and tell who was the author of the research! Like this… Sahin (2010) found that 10% of students might have experienced bullying either as a victim or bully in school (Sahin, 2010). Sahin(2010) as well as Marees and Peterman (2010) estimated bullying in most countries to involve around 15-20% of students, with the incidence in Australia being quite a bit higher (40%). Other countries and their rates included Germany 17%, Italy 24%, England 20%, Greece 23%, Portugal 21%, Canada 21%, and U.S. 10 %. The percentage of students who bullied others was around 18% in Italy, England 20%, Greece 6% Canada 12%, U.S. 13% and Norway 7%. Bullying has an adverse impact on victims schooling. Its impacts on children are not only felt while at school but also in later stages. Several studies confirm it affects the growth of victims, bullies, witnesses including those who have been both victim and bully. It has adverse impacts on students’ feelings of adequacy feelings. It also lowers their self-respect level. When students’ self-respect is suppressed, this can result in low achievement, irresponsiveness, and the development of aggressive behaviors. It also has adverse impacts on the education process and school climate.
Duy (2013) confirms that bullying is the leading type of aggressive behavior at schools. Therefore, it must be critically looked at and eradicated using appropriate prevention programs and strategies. Because of its high incidence rampancy in schools and the adverse impacts it creates, the purpose of this research will be to compare the perceptions that students and teachers have regarding bullying in primary schools the purpose of this study will be to evaluate how students and teachers perceive bullying in primary schools. You developed that statement of the problem and need to stick with it. The history of bullying, the effects of bullying, and how it can be prevented will also be covered to gain more insight about the study topic. The null hypothesis will be that there will be no significant differences between teachers’ and students’ perception regarding bullying in primary schools.
Review of literature
With respect to teachers’ perception regarding bullying, ‘perceived efficacy’ has been used to mean how teachers’ feel about being able to implement the recommended response to bullying and their belief that the recommended response will be effective. ‘Perceived threat’ mean how teachers’ feel about the threat which bullying presents to students’ in terms of susceptibility and severity (Duong and Bradshaw, 2013). For the purpose of this study, social exclusion is when a student is isolated by other students in different venues such as the cafeteria, recess, and play field. This looks out of place and does not constitute an intro to your rev of lit.
Bullying has always been a fact of life, both within and outside of the education environment. This review will focus on the history of bullying in schools and in other places, how students and teachers perceive bullying, the effects of bullying, and how it can be prevented.
The history of bullying
Bullying is not a new term but few literary sources exist to explain about bullying chronology. The probable reason is perhaps because bullying was once viewed as form of mischief between older or stronger students against younger or weaker ones. Nevertheless, Koo (2007) traces bullying to the 18th and 19th centuries, with much information on the concept emanating from the United Kingdom. During that period, bullying was recognized as a form of violent behavior between individuals. Violent attacks were triggered by attributes such as language differences and immigrant status. In addition, it was found to occur in barracks, schools and camps.
An extreme case of bullying occurred when a school boy was burnt to death by older students (Koo, 2007). The exact word ‘bullying’ was used a few years later following a soldier’s death. It was alleged that the soldier’s pain from harassment, constant attacks and isolation led to retaliation against the bully. In the ensuing fight, the soldier was killed. About the same time, Nearly the same year, the death of twelve-year-old boy from King primary School due to torture by older pupils reflected the seriousness of bullying and its catastrophic impact if left unaddressed. Unfortunately, the perpetrators went unpunished after the council ruled out that it was normal behavior among school children.
The definition of bullying has evolved to include exclusion, verbal threats, physical harm, mocking, theft, spreading rumors, extortion and unkind gestures (Koo, 2007). It can be summarized in four words: “Power, pain, persistence and premeditation” (Koo, 2007, p. 113-114).
