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The Cyberbullying of Post-Primary Teachers in Ireland

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The Cyberbullying of Post-Primary Teachers in Ireland The Cyberbullying of Post-Primary Teachers in Ireland Liam P. Challenor, M.Sc., B.Sc Doctor of Philosophy; Supervised by Dr. James O’Higgins Norman, School of Human Development Institute of Education, Dublin City University; Externally Supervised by Dr. Irene Connolly, Dun Laoghaire Institute of Art, Design and Technology; Submitted July 2018 Declaration Statement I hereby certify that this material, which I now submit for assessment on the programme of study leading to the award of Doctor of Philosophy is entirely my own work, and that I have exercised reasonable care to ensure that the work is original, and does not to the best of my knowledge breach any law of copyright, and has not been taken from the work of others save and to the extent that such work has been cited and acknowledged within the text of my work. Signed: (Liam Challenor) ID No.:15210242 Date: i Acknowledgements I would like to acknowledge several people who were influential over the last four years of this project. I would like to begin by thanking to my supervisors; Dr. James O’Higgins Norman for his support and aid in funding the project, and Dr. Irene Connolly for her guidance, support and wealth of knowledge which helped me to refine my project. I would also like to thank Helena, my fellow PhD researcher and friend; it was a pleasure to share an office with you over these last four years and to support each other during our studies. I would also like to thank everyone in the National Anti- Bullying Research and Resource Centre for their support, brainstorming and debate. I would like to thank the Department of Education and Skills for funding this research project. I would also like to thank all the people who aided me in creating this research, sharing the survey and those who took part. Most importantly, I would like to thank my family for their support and encouragement, my siblings Samantha, Andrew and Jonathon, and in particular my parents for their love, kindness and reassurance throughout my studies. It has been a long journey so thank you for everything; this would not have been possible without you. Finally, a special thank you to my partner Stephen, I am truly grateful to have your love, support, enthusiasm and encouragement to help me throughout this process, it has meant so much to me, thank you. ii Table of Contents Table of Contents ............................................................................................. iii List of Figures ....................................................................................................... x Abstract ................................................................................................................. 2 1. Introduction ................................................................................................. 3 2. The Student Cyberbullying of Teachers ..................................................... 9 2.1 Cyberbullying ............................................................................................. 9 2.2 Student bullying of Teachers .................................................................... 11 2.2.1 Intention and Repetition ..................................................................... 14 2.2.2 Power ................................................................................................. 15 2.2.2 Student Bullying of Teachers Research ............................................. 18 2.3 The Cyberbullying of Teachers ................................................................ 21 2.3.1 Cyberbullying and Bystanders ........................................................... 40 2.4 Effects on the Teacher .............................................................................. 42 2.5 School Climate .......................................................................................... 48 2.6 Causes of bullying/cyberbullying behaviour ............................................ 62 2.6.1 Moral disengagement ......................................................................... 69 2.7 Policy Frameworks and Implications ....................................................... 72 2.8 Interventions to counter SCT .................................................................... 79 2.8.1The Deontological approach and SCT ................................................ 80 2.8.2 The Utilitarian approach .................................................................... 84 iii 2.8.3 Virtue Ethics ...................................................................................... 85 2.8.4 Applying Cyber-phronesis ................................................................. 86 2.9 Conclusion ................................................................................................ 88 2.10 The Present Study ................................................................................... 90 2.10.1 Research Questions and Hypotheses ................................................. 91 2.10.1.1 Social Media Use Research Questions ....................................... 91 2.10.1.2 Social Media Use Hypotheses ...................................................... 92 2.10.1.3 Cyberbullying Research Questions ............................................... 92 2.10.1.4 Cyberbullying Hypotheses ............................................................ 93 2.10.1.5 School Climate Research Questions ............................................. 94 2.10.1.6 School Climate Hypotheses .......................................................... 94 3. Methodology ................................................................................................... 97 3.1 Research Design ....................................................................................... 97 3.1.1 Research Framework ......................................................................... 98 3.2 Sampling Strategy ................................................................................... 100 3.5 Questionnaire Design .............................................................................. 102 3.5.1 Demographic Section ....................................................................... 102 3.5.2 Social media use .............................................................................. 102 3.5.3 Cyberbullying Questionnaire ........................................................... 103 3.5.4 New Jersey School Climate Questionnaire ...................................... 107 3.5.1 Pilot Study ............................................................................................ 109 iv 3.5.2 Participants ....................................................................................... 109 3.5.3 Pilot Study outcomes ....................................................................... 109 3.6 Quantitative Study .................................................................................. 110 3.6.1 Participants ....................................................................................... 110 3.6.2 Participants ....................................................................................... 111 3.6.3 Education and Teaching Experience ................................................ 113 3.6.4 School Type and Role ...................................................................... 115 3.6.5 Procedure ......................................................................................... 116 3.7 Qualitative Study .................................................................................... 118 3.7.1 Participant Demographics .................................................................... 118 3.7.2 Education and Teaching Experience ................................................ 119 3.7.3 School Type and Role ...................................................................... 121 3.6.5 Procedure ......................................................................................... 122 3.8 Ethics ...................................................................................................... 125 3.8.1 Ethical aims and justification ........................................................... 125 3.8.2 Ethical considerations ...................................................................... 126 Participant Vulnerability ........................................................................... 127 4. Results ........................................................................................................... 129 4.1 Introduction ............................................................................................. 129 4.3 Anti-Bullying Training ........................................................................... 131 4.4 The Social Media use of Post-Primary Teachers ................................ 132 v 4.4.1 Phone Use in Class .......................................................................... 132 4.4.2 Internet Access Locations ................................................................ 133 4.4.3 Social Media Use ............................................................................. 137 4.4.4 Social Media Platforms .................................................................... 138 4.4.5 Online Prevention Tools .................................................................. 140 4.4.6 Interaction with Pupils on Social Networking Sites ........................ 143 4.4.7 Unwanted Social Media Requests ................................................... 145 4.5 Teacher Stress ........................................................................................
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