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The Perceptions of School Counselors, Special Education Teachers, and Principals on Their Preparedness to Be on Anti-bullying Policies Actors for Students with Disabilities.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Perceptions of School Counselors, Special Education Teachers, and Principals on Their Preparedness to Be on Anti-bullying Policies Actors for Students with Disabilities./
作者:	Pearson, Sara J.
面頁冊數:	1 online resource (179 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9780438113077

The Perceptions of School Counselors, Special Education Teachers, and Principals on Their Preparedness to Be on Anti-bullying Policies Actors for Students with Disabilities.
Pearson, Sara J.

The Perceptions of School Counselors, Special Education Teachers, and Principals on Their Preparedness to Be on Anti-bullying Policies Actors for Students with Disabilities. - 1 online resource (179 pages)

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ph.D.)--University of South Carolina, 2018.

Includes bibliographical references

Effective bullying prevention programs are essential for schools, particularly with respect to students with disabilities (SWD). Improving the preparedness of counselors, special education teachers and principals can advance efforts to recognize and to address the bullying of students with disabilities. Unfortunately, schools' disciplinary processes and procedures are often complex and diffuse, and school stakeholders often know little about preventative methods for bullying and supportive measures for the victims. The purpose of this study was to examine the perceptions of counselors, special education teachers and principals in middle schools on their preparedness to be effective anti-bullying policy actors. This research is based upon Albert Bandura's Social Cognitive Theory (SCT), which argues that individual thoughts, motivation and actions are rooted in whether they believe they can or cannot perform a task. This qualitative, phenomenological study examined the perceptions of three counselors, three special education teachers and three principals, one each from three middle schools, on their school's anti-bullying programs. Data were generated from interviews, document review, and a survey of the participants. The findings addressed the teachers' perceptions of their lack of knowledge and strategies working with bullying in general and bullying students with disabilities. Further, the participants felt that they were effective in preventing bullying and intervening in bullying situations. Insights from this study will benefit school leaders in implementing anti-bullying programs.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438113077Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

The Perceptions of School Counselors, Special Education Teachers, and Principals on Their Preparedness to Be on Anti-bullying Policies Actors for Students with Disabilities.
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