AbstractsEducation Research & Administration
State-mandated change: high school educators' perceptions of school culture and program fidelity in bullying prevention
| Institution: | Northeastern University |
|---|---|
| Department: | |
| Year: | 2016 |
| Keywords: | bullying; organizational learning; school culture; secondary education; state mandate; teacher perception; Bullying in schools; Prevention; Bullying in schools; Massachusetts; School environment; High schools; Safety measures; School improvement programs; Education and state |
| Posted: | 02/05/2017 |
| Record ID: | 2103100 |
| Full text PDF: | http://hdl.handle.net/2047/D20204874 |
Abstract
The purpose of this case study was to examine the anti-bullying efforts at one particular high school in southeastern Massachusetts with the aim of identifying features and characteristics that are seen as useful in combating bullying behavior. The school of study has been recognized regionally for meeting the anti-bullying program requirements of the Commonwealth as well as effectively maintaining a safe school climate as a result of positive school culture. The qualitative single-case study was designed to analyze perceptions of administrators, teachers, and non-teaching professionals with respect to the school's culture and the fidelity of the school's anti-bullying program. Data were obtained through semi-structured interviews and a review of pertinent physical artifacts such as the school's mission statement, school improvement plans, and state reports in order to determine how school culture, as perceived by faculty members, affects the successful implementation and fidelity of state-mandated change in high school.
