Bullying among children with or without special needs from teachers' perspectives
Subject
Abstract
The purpose of the present study is to explore the perceptions of school teachers about
their attitudes or beliefs regarding bullying and how they prevent, recognize, and handle
incidences of bullying in their school environment. It is hoped that this research will be helpful
to determine teachers’ knowledge, perceptions, and attitudes toward bullying are essential
because of the vital role that teachers play in a student’s academic, social, and emotional
development. The responses were structured into the form of closed questions and Likert scale
responses, which measured the teachers’ perceptions towards bullying. The sample consists of 81
classroom teachers from two inclusive schools of the Punjab, India. The results of the study
implied that some teachers perceived bullying to be problematic while others did not. The
teachers were uncertain whether they are able to identify the bullying incidents or enough
capable to cope with such incidents. Lastly, most teachers reported that they are enough
responsible and know about training programs, bullying interventions regarding bullying and
they are successful in keeping to their students aware about the school policy or rules against
bullying.