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Cyberbullying and Schools' Organizational Capacity.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Cyberbullying and Schools' Organizational Capacity./
作者:	Uddin, Shehzad.
面頁冊數:	1 online resource (243 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
Contained By:	Dissertations Abstracts International85-05A.
標題:	Teacher education. -
電子資源:	click for full text (PQDT)
ISBN:	9798380838542

Cyberbullying and Schools' Organizational Capacity.
Uddin, Shehzad.

Cyberbullying and Schools' Organizational Capacity. - 1 online resource (243 pages)

Source: Dissertations Abstracts International, Volume: 85-05, Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2023.

Includes bibliographical references

Despite the implementation of numerous policies to combat cyberbullying, its prevalence remains a significant concern. This qualitative study examines the organizational capacity of schools in dealing with cyberbullying. Interviews were conducted with various stakeholders in 22 public and Catholic schools across Ontario, Canada, including principals, vice-principals, social workers, police officers, parents, and students. The study aimed to assess the efficacy of school initiatives and policy tools and determine the extent to which schools possess the capacity to address cyberbullying effectively.Findings revealed that among the 22 schools studied, seven were deemed to have unhealthy climates and lacked the necessary capacity to tackle cyberbullying. All schools were reactive, responding only after incidents were reported, and held the misconception that an absence of reporting indicated the absence of bullying. Moreover, all schools demonstrated some degree of organizational capacity deficit. In the weakest schools, staff exhibited indifference towards cyberbullying, allowing it to persist. Most schools engaged in symbolic actions, such as organizing Pink Shirt Days and Anti-Bullying weeks, without implementing standardized, evidence-based approaches to prevention and intervention.Although schools demonstrated organizational capacity in raising awareness and addressing reported cyberbullying cases, their ability to detect and prevent underreported instances was limited. Staff's sense-making efforts regarding cyberbullying were influenced by administrators, yet none of the participants reported strong leadership from principals in implementing provincial and board policies. Consequently, teachers and other staff faced challenges in defining cyberbullying and accessing quality models for addressing this social issue.This study highlights the urgent need for schools to enhance their organizational capacity to effectively address cyberbullying. It emphasizes the importance of proactive measures, standardized approaches, and leadership at the administrative level to foster a culture of prevention and intervention. By gaining a deeper understanding of the limitations in organizational capacity, schools can develop comprehensive strategies to combat cyberbullying and ensure the well-being of students in the digital age.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380838542Subjects--Topical Terms:

1148451
Teacher education.
Subjects--Index Terms:

CyberbullyingIndex Terms--Genre/Form:

554714
Electronic books.

Cyberbullying and Schools' Organizational Capacity.
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