Who is responsible for addressing cyberbullying? Perspectives from teachers and senior managers

Abstract

This study investigates responsibility for addressing cyberbullying and the extent to which specific training is needed. A total of 888 school staff completed an anonymous online survey and included two groups: (a) teachers, including heads of departments, and (b) principals, deputy principals, and deans (i.e., school managers). The majority viewed cyberbullying as less of a problem than other forms of bullying and suggested that it occurred mainly with girls. School managers were more likely than teachers to see 11–14-year-olds as being primarily responsible. A principal-components analysis revealed two subscales (Student Experiences and Teacher Responsibility). Respondents held high levels of concern for those involved in cyberbullying and less than 2% endorsed a normative or dismissive view. Teachers were likely to agree they should do more to prevent cyberbullying, while senior managers were more likely to agree that teachers were responsible for dealing with cyberbullying outside of school. Fewer than 50% had attended antibullying training. Those who endorsed the need for training were more likely to believe teachers were responsible for dealing with cyberbullying. The study highlights the importance of focusing on the attitudes of all school staff in order for the successful implementation and maintenance of whole school prevention and intervention programs.

Keywords::

• cyberbullying
• cybervictimization
• principals
• teacher attitudes
• teacher beliefs

Acknowledgments

We acknowledge and appreciate the support of sector unions who assisted in the distribution of the survey and the time and effort contributed by the school staff who participated in this study.

Additional information

Notes on contributors

Vanessa A. Green

Professor Vanessa A. Green is an applied developmental psychologist. Her research interests include the intergenerational nature of bullying and communication interventions for individuals with developmental disabilities.

Michael Johnston

Dr. Michael Johnston is a psychometrician and cognitive psychologist interested in quantitative measurement of constructs influencing educational experiences of students.

Loreto Mattioni

Loreto Mattioni (MEd) is an assessor at the Ministry of Interior and Public Safety of Chile.

Tessa Prior

Tessa Prior is a school psychologist in Sydney, interested in bullying prevention and positive inclusive programs within a school context.

Susan Harcourt

Susan Harcourt has a Master's of Educational Psychology and is interested in researching socioemotional development and the effects of bullying on students, teachers, and families.

Tegan Lynch

Tegan Lynch is a PhD student who is investigating parents' responses to relational bullying.