Bullying Amongst Parents and Teachers at an American International School: Informing School Development and Policy

Paul James

Abstract


This paper has sought to explore the everyday experiences of parent-teacher bullying within a purposefully selected American International school.

The paper utilises a qualitative approach targeting an American International school using a small semi-structured questionnaire creating a focused element of context and flexibility. 12 parents were randomly chosen from 35 that were available and willing to share their needs and experiences and the interview method was used as the data-collecting vehicle. This paper addresses issues raised from parent’s experiences of bullying.

The 3 developed research questions were mapped to 6 major themes, and were supported by 13 sub-themes. The presented qualitative data outcomes highlight the various experiences, perspectives and challenges that parent’s perceive they face.

The impact of this research suggests that the perceived complexities of dealing with bullying between parents and teachers may be mitigated with appropriate training and specialist guidance leading to the application of 8 outcomes.

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DOI: http://dx.doi.org/10.5296/ije.v4i3.2273

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