Citation

Sjursø IR, Fandrem H, Norman JO, Roland E. Int. J. Environ. Res. Public Health 2019; 16(7): e16071163.

Affiliation

Norwegian Centre for Learning Environment and Behavioral Research in Education, University of Stavanger, 4036 Stavanger, Norway. james.ohigginsnorman@dcu.ie.

Copyright

(Copyright © 2019, MDPI: Multidisciplinary Digital Publishing Institute)

DOI

10.3390/ijerph16071163

PMID

30935153

Abstract

A growing body of research shows a correlation between an authoritative school climate and lower levels of bullying. One objective of this study is to conceptualize authoritative intervention in bullying cases. A second goal is to explore whether, and how, the pupils, having experienced traditional and /or cyber victimization, perceive that the class teacher is demonstrating authoritative leadership when intervening in long-lasting cases of bullying. Class teacher refers to the teacher that has a special responsibility for the class. The article presents the findings from nine semi-structured interviews with four Irish and five Norwegian pupils. The informants were between 12 to 18 years of age and had experienced either traditional victimization or both traditional and cyber victimization for 1 to 7 years. The informants were selected because their cases had been reported as resolved. The findings showed no descriptions of the class teacher that appeared to fit with the authoritative style of leadership, both high on warmth and control. The possible practical implications of these findings are discussed.

Language: en

Keywords

authoritative leadership; bullying; class teacher; control; cyber victimization; teacher styles; traditional victimization; warmth