UCC Library and UCC researchers have made this item openly available. Please let us know how this has helped you. Thanks! Title The student bullying of teachers in Irish second level schools: exploring the influence of historical low state intervention in education on the development of contemporary policy responses in Ireland Author(s) Rea Garrett, Lynda Publication date 2015 Original citation Rea Garrett, L. 2015. The student bullying of teachers in Irish second level schools: exploring the influence of historical low state intervention in education on the development of contemporary policy responses in Ireland. DSocSc Thesis, University College Cork. Type of publication Doctoral thesis Rights © 2015, Lynda Rea Garrett. http://creativecommons.org/licenses/by-nc-nd/3.0/ Item downloaded http://hdl.handle.net/10468/2090 from Downloaded on 2021-10-06T16:32:01Z The Student Bullying of Teachers in Irish Second Level Schools: Exploring the Influence of Historical Low State Intervention in Education on the Development of Contemporary Policy Responses in Ireland. Lynda Rea Garrett Degree of Doctor College of Arts, Celtic Studies and Social Sciences National University of Ireland, Cork Supervisors: Dr. Catherine Forde and Dr. Féilim Ó’ hAdhmaill Head of School: Professor Alastair Christie April 2015 Declaration I hereby certify that this material, which I now submit for assessment on the programme of study leading to the Degree of Doctor, is entirely my own work and has not been submitted for another degree, either at University College Cork or elsewhere. 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: Dated: And you loved me like I was and had always been the answer, and the question did not, and would never matter. - Tyler Knott Gregson – For holding me, our children and our entire universe together so lovingly, selflessly and good-humouredly whilst I toiled on this thesis; I dedicate this work to you Phil, my lovely husband. It is our achievement, in equal measure. Acknowledgements Over the past six years spent working on this thesis, I have been blessed with the support, kindness, encouragement and practical help of a number of friends, neighbours and family members. Although too numerous to mention, I trust you know who you are and to you all, I extend my deepest gratitude. I extend special thanks to Claire McCarthy and June McCarthy, your support has been invaluable. In particular, I wish to acknowledge my parents, Dave and Margie Rea, who have filled their childrens’ hearts, homes and bellies with a lifetime of love, laughter and kindness. Thanks for being there for me again, throughout this latest chapter. I love you both. I also want to thank my brother Kevin, for countless hours of listening, reassurance and lively debate, my sister Marika for endless child minding which allowed Phil and I to have precious study-free time, and my brother David for the kind use of his home for study. In addition, I want to thank my parents in law, Anne and Dan Garrett and my extended family for all of their encouragement, support, generosity and last minute proof reading! I wish to thank my supervisors, Dr. Catherine Forde and Dr. Feilim O’ hAdhmaill for their insight, experience, patience, guidance and commitment to this study. In addition, I would like to thank Dr. Rosie Meade, Dr. Gerard McCann and Dr. Mary Horgan for their invaluable contribution and kind encouragement. I would like to extend my sincere gratitude to the teachers, principals and union and management body representatives who generously and openly shared their attitudes, opinions and experiences, thereby making this study possible. Many thanks to Nora O’ Brien for the kind use of her lovely home in Banna, my study retreat, and to her daughter, my dear friend, Fiona, who is always on hand to offer support (usually of the liquid variety!). To Cheryl Harris, one of the most beautiful souls this earth has known and my treasured friend. Thank you for the thousands of hours of listening to me! And finally, to my husband Phil and our three beautiful children, Chloe, Jamie and Charlie; I know it’s been a long, hard road guys and you have all sacrificed days that should have been spent together in the sun and in the snow, but I promise, in the days that lie ahead, we’ll make a million happy memories together. Thank you for allowing me this time. I love you all. ABSTRACT The student bullying of teachers (SBT) is a distinct and complex form of bullying with a multiplicity of diverse, changeable and intersecting causes which is experienced by and affects teachers in a variety of ways. SBT is both a national and an international phenomenon which is under-recognised in academic, societal and political spheres, resulting in limited conceptual understanding and awareness of the issue. This study explores teachers’ experiences of SBT behaviours in Irish second level schools as well as teachers’ perceptions regarding training, policies and supports in Ireland to address the issue. Specifically, the study seeks to explore the influence of historical low State intervention in education on contemporary policies and supports to deal with SBT in Ireland. A mixed methods approach involving a survey of 531 second level school teachers and 17 semi-structured interviews with teachers, Year Heads and representatives from teacher trade unions and school management bodies was employed to collect and analyse data. Findings indicate that SBT behaviours are prevalent in many forms in Irish second level schools. The hidden nature of the phenomenon has simultaneously contributed to and is reinforced by limited understanding of the issue as well as teachers’ reluctance to disclose their experiences. Findings reveal that teachers perceive the contemporary policies, training and support structures in Ireland to be inadequate in equipping them to effectively deal with SBT. State intervention in addressing SBT behaviours to date, has been limited, therefore many teachers are forced to respond to the issue based on their own initiatives and assumptions rather than from an informed critically reflective approach, supported by national guidelines and sufficient State investment. This has resulted in a piecemeal, un-coordinated and ad-hoc approach to SBT in Irish schools both in terms of teachers’ management of SBT behaviours and with respect to the supports extended to staff. The potential negative consequences of SBT behaviours on teachers’ well-being and professional performance and thus, on the education system itself, underlines the need for a strategic, evidence-based, resourced and integrated approach which includes, as a pivotal component, consultation with teachers, whose contribution to the process is crucial. List of Acronyms ACCS – Association of Community and Comprehensive Schools ASTI - Association of Secondary School Teachers of Ireland BoM - Board of Management British ATL – British Association of Teachers and Lecturers BSC - Behaviour Support Classroom CICA – Commission to Inquire into Child Abuse CPD – Continuous Professional Development CSO – Central Statistics Office DEIS - Delivering Equality of Opportunity in Schools DES - Department of Education and Skills ESRI - Economic and Social Research Institute HSCL Initiative– Home-School-Community Liaison Initiative IGC – Institute of Guidance Counsellors INTO – Irish National Teachers’ Organisation ITT – Initial Teacher Training JCSP - Junior Certificate Schools Programme JCSA – Junior Cycle School Award JMB – Joint Managerial Board NAPD – National Association of Principals and Deputy Principals NBSS - National Behaviour Support Service NCCA – National Council for Curriculum and Assessment NCSE - National Council for Special Education NEPS – National Education Psychological Service NESF - National Economic and Social Forum NEWB - National Education Welfare Board NIPT – National Induction Programme for Teachers NQT – Newly Qualified Teacher OECD - Organisation for Economic Co-operation and Development PDST – Professional Development Service for Teachers PGDE - Postgraduate Diploma in Education PoR – Post of Responsibility RAPID – Revitalising Areas through Planning, Investment and Development SBT – Student Bullying of Teachers SBTB – Student Bullying of Teachers’ Behaviours SES – Socio-Economic Status SESS – Special Education Support Service TUI – Teachers’ Union of Ireland Table of Contents Page No. Chapter 1 Introduction 1.1 Introduction 2 1.2 Rationale and Originality of the Study 2 1.3 Aims of the Study 5 1.4 Structure of the Thesis 6 Chapter 2 Exploring the Phenomenon of SBT 2.1 Introduction 10 2.2 Exploring the Phenomenon of SBT 11 2.2.1 Continuum of Seriousness 12 2.2.2 Defining SBT 15 2.2.3 SBT and the Criterion of Repetition 19 2.2.4 Perception and Intent Criteria in SBT 21 2.2.5 The Criterion of Power Imbalance in SBT 24 2.2.6 The Hidden Nature of SBTB 27 2.3 The Prevalence and Manifestation of SBTB 29 2.3.1 Forms of SBTB 29 2.3.2 Persistent In-Class Disruption 31 2.3.3 Verbal Abuse, Intimidating and Threatening Behaviour 32 2.3.4 Cyber Bullying 34 2.3.5 Personal Property Offences 36 2.3.6 Sexually Orientated Offences 36 2.3.7 Physical Assault 37 2.4 The Causes of SBTB 39 2.4.1 The Targets of SBTB 44 2.5 The Effects of SBTB 46 2.5.1 Physical and Psychological Affects 47 2.5.2 Work-Related Effects